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Emotional intelligence and teachers:...

Robitaille, Claire Anne.

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Emotional intelligence and teachers: An exploratory study of differences between general and special education teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Emotional intelligence and teachers: An exploratory study of differences between general and special education teachers./
作者:	Robitaille, Claire Anne.
面頁冊數:	140 p.
附註:	Adviser: Robert McAndrews.
Contained By:	Dissertation Abstracts International69-01B.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3300400
ISBN:	9780549449256

Emotional intelligence and teachers: An exploratory study of differences between general and special education teachers.
Robitaille, Claire Anne.

Emotional intelligence and teachers: An exploratory study of differences between general and special education teachers. - 140 p.

Adviser: Robert McAndrews.

Thesis (Ph.D.)--Union Institute and University, 2008.

This study is intended to extend the current body of research on emotional intelligence by exploring the relationship between emotional intelligence, teacher effectiveness and teacher certification. A measure of emotional intelligence and perceived effectiveness was used to explore differences between special education teachers certified in emotional and behavior disorders (EBD) (n = 34) and general education teachers (n = 30). It was hypothesized that the special education teachers would score higher on both measures. Discriminant function analysis was performed using teacher certification as the grouping variable and scores on the intrapersonal, interpersonal and stress management composite scales of the BarOn Emotional Quotient Inventory (EQ-i) and the Teacher Perception Scale as the predictor variables. No significant differences were found between the two groups. A secondary exploratory analysis of the data was completed to explore alternative differences between the 2 groups of teachers. Significant findings were found with regard to grade level and type of classroom setting. Overall results suggest that special education teachers reflect the general population of teachers and are not significantly different in their perceptions of effectiveness and their intrapersonal, interpersonal and stress management skills. The results of the study are presented within the context of previous empirical evidence in the field of emotional intelligence and teacher effectiveness. Limitations of the study, considerations, and recommendations for future research are discussed.

ISBN: 9780549449256Subjects--Topical Terms:

626654
Education, Sociology of.

Emotional intelligence and teachers: An exploratory study of differences between general and special education teachers.
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520 $a This study is intended to extend the current body of research on emotional intelligence by exploring the relationship between emotional intelligence, teacher effectiveness and teacher certification. A measure of emotional intelligence and perceived effectiveness was used to explore differences between special education teachers certified in emotional and behavior disorders (EBD) (n = 34) and general education teachers (n = 30). It was hypothesized that the special education teachers would score higher on both measures. Discriminant function analysis was performed using teacher certification as the grouping variable and scores on the intrapersonal, interpersonal and stress management composite scales of the BarOn Emotional Quotient Inventory (EQ-i) and the Teacher Perception Scale as the predictor variables. No significant differences were found between the two groups. A secondary exploratory analysis of the data was completed to explore alternative differences between the 2 groups of teachers. Significant findings were found with regard to grade level and type of classroom setting. Overall results suggest that special education teachers reflect the general population of teachers and are not significantly different in their perceptions of effectiveness and their intrapersonal, interpersonal and stress management skills. The results of the study are presented within the context of previous empirical evidence in the field of emotional intelligence and teacher effectiveness. Limitations of the study, considerations, and recommendations for future research are discussed.
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