Towards a developing construct in dance education – exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom

Wenn, Britta; Mulholland, Rosemary; Timmons, Wendy; Zanker, Yvonne

doi:10.1080/14647893.2017.1354843

Cited by 21 publications

(20 citation statements)

References 59 publications

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“…Considering the relationships between the two constructs, teachers better skilled at perceiving and understanding emotions as well as expressing and classifying, managing and regulating them reveal higher levels of teacher efficacy (Hypothesis 6). This relationship is positive and statistically significant and it supports previous findings linking EI with higher levels of teacher efficacy [1,8,9,11]. Emotionally intelligent teachers have the skills to perceive their students beyond their behaviors and results.…”

Section: Discussionsupporting

confidence: 87%

“…Besides, some researches have demonstrated a positive link between EI and teacher efficacy [1,8,9,11]. In sum, teacher EI also affects the way they think and develop efficacy beliefs about teaching.…”

Section: Teachers' Emotional Intelligencementioning

confidence: 98%

“…A vast amount of research has documented positive associations between EI and teacher efficacy [8,9,10,11], demonstrating that EI plays an important role in teacher efficacy. Starting from this foundation, this work focuses specifically on the influence of EI (the ability to perceive, understand, express, classify, manage and regulate emotions) on teacher efficacy.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Emotional Intelligence Ability and Teacher Efficacy

Valente¹,

Veiga-Branco²,

Rebelo³

et al. 2020

ujer

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Emotional intelligence and self-efficacy are considered two of the most fundamental teachers' characteristics to create positive effects on students. Recent research on teacher efficacy has turned from a focus on mastery of content area and lesson plan development to the identification of teacher beliefs and the emotional self-regulation required for teaching and student learning. The purpose of this research was examined whether emotional intelligence abilities influence teacher efficacy. The relationship between teacher gender, length of teaching experience and academic formation with emotional intelligence abilities is also analyzed. The sample comprised 634 Portuguese school teachers. Data sources included the Emotional Skills and Competence Questionnaire for Teachers, and the Teacher Efficacy in Classroom Management and Discipline Scale. The findings, using structural equation modeling, showed that school teachers with greater skills at perceiving, understanding, expressing, classifying, managing and regulating emotions demonstrated greater levels of teacher efficacy. Therefore teachers' emotional intelligence abilities positively influence teacher efficacy. Having teachers who are apt to perceive and manage emotions will be salutary for the personal development of students, as well as for structuring a positive and self-regulating learning environment. So the results support the teachers' emotional intelligence ability to job performance, and add to literature suggesting that to succeed in the complex and demanding school setting, teachers must develop the necessary emotional skills for enhancing their efficacy. This research contributes to the importance of being created in the teachers' academic training, the emotional education discipline.

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Section: Discussionsupporting

confidence: 87%

Section: Teachers' Emotional Intelligencementioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Relationship between Emotional Intelligence Ability and Teacher Efficacy

Valente¹,

Veiga-Branco²,

Rebelo³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Also, teachers recognized the importance of EI in classrooms and how it becomes a crucial constituent of the teaching-learning process resulting in holistic learning and development of students (Allen et al, 2014;Becker et al, 2014;Maamari & Majdalani, 2019;Pugazhenthi & Srinivasan, 2018). Besides, different studies showed that EI is positively correlated with teacher's efficacy (Hassan et al, 2015;Koçoğlu, 2011;Wenn et al, 2018), and with classroom management efficacy (Valente et al, 2019;Wahyuddin, 2016).…”

Section: Teacher's Emotional Intelligence Capacitiesmentioning

confidence: 99%

The role of the teacher’s emotional intelligence for efficacy and classroom management

et al. 2020

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In recent years, several studies have revealed multiple benefits of teachers' emotional intelligence (EI) concerning their professional performance, regarding teaching and learning process, students' school performance, job satisfaction, reduction of stress and burnout, and the importance of interpersonal relationships at school. However, few studies have explored how teachers' EI capacity affect their effectiveness in teaching and classroom management. In this sense, the aim of this study was twofold: to examine the relationship between teacher's EI capacities, teacher efficacy, and classroom management effectiveness, and to analyze the relationship between teacher's characteristics (gender) and professional background (service time and academic formation) and teacher's EI capacities. 634 Portuguese teachers filled out a form with personal and professional data and answered an adaptation of the Emotional Skills and Competence Questionnaire, and the Teacher Efficacy in Classroom Management and Discipline Scale. Structured Equation Model analyses were computed and showed that teachers who tended to have higher levels of capacity to perceive, express and manage emotions reported higher levels of teaching effectiveness and classroom management effectiveness. Therefore, is important for Portuguese teachers developing their emotional skills during academic formation, to a more effective future professional activity.

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“…Good dance education development can greatly expand and cultivate the imagination and creativity of college students, and play an irreplaceable role in this training process compared with other disciplines (Hogg et al, 2012). At the same time, implementing dance education, as an important means of aesthetic education system in colleges and universities, involves the function of shaping students' personality and enlightening their intellectual development (Wenn, Mulholland, Timmons, & Zanker， 2018).…”

mentioning

confidence: 99%

Development Strategy of Dance Education in Digital Era

2018

EDUC SCI-THEOR PRACT

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In the context of digital era, as an indispensable part of general education in colleges and universities, the classroom teaching of dance education is faced with the status quo of low degree of digital application and lack of era pertinence in teaching objective. This paper proposes a research on the innovative development of dance teaching in digital era. Firstly, based on the analysis of status quo of dance education in colleges, this paper studies the digital application situation of dance education in colleges under the current social conditions through empirical methods, on which the cultivation target of innovative talent and the curriculum arrangement of college dance education in digital era are put forward. Finally, it summarizes the development strategy of dance education in digital age. The results show that the arrival of digital age provides more diversified teaching methods for modern dance education, and plays an important role in their application to dance classroom teaching, and explores more development paths for the innovation of dance teaching concept and mode.

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Towards a developing construct in dance education – exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom

Cited by 21 publications

References 59 publications

The Relationship between Emotional Intelligence Ability and Teacher Efficacy

The Relationship between Emotional Intelligence Ability and Teacher Efficacy

The role of the teacher’s emotional intelligence for efficacy and classroom management

Development Strategy of Dance Education in Digital Era

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