An Exploration of Emotional Intelligence in Teaching: Comparison between Practitioners from the United Kingdom &amp; India

Gill, Gobinder Singh

doi:10.15406/jpcpy.2017.07.00430

Cited by 14 publications

(10 citation statements)

References 20 publications

(33 reference statements)

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“…In line with other studies (Gill and Sankulkar, 2017;Valente, 2019), a positive correlation also arose between gender and EI, with the EI being greater in women than in men (hypothesis 1). This finding provides empirical support for a gender difference in EI.…”

Section: Discussionsupporting

confidence: 91%

“…Variables such as gender, teaching experience, and academic training impact teachers' EI, and studies have shown that women generally score higher on EI measures than men (Gill and Sankulkar, 2017;Valente, 2019). Also, teachers with more advanced degrees (e.g., Ph.D.) tend to have higher EI levels (Sousa, 2011;Fernandes, 2015;Valente, 2019).…”

Section: Emotional Intelligence In the Classroommentioning

confidence: 99%

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Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

Valente

Lourenço

2020

Front. Educ.

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Distinct studies showed a positive relationship between emotional intelligence and conflict management. However, there is a lack of research on how teachers' emotional intelligence influences conflict management in the classroom. Since much more needs to be learned about how teachers' emotional skills related to classroom practice, this research has emerged, and the purpose went to examine how teachers' emotional intelligence influences classroom conflict management. Moreover, the relationship between gender, teaching experience, and academic training with teachers' emotional intelligence was also analyzed. The sample comprised of 382 Portuguese teachers. The Emotional Skills and Competence Questionnaire for Teachers, the Rahim Organizational Conflict Inventory II-Portuguese Version in School Context, and a personal and professional data inquiry were been used as instruments. Structural equation modeling showed that teachers who tend to have higher levels of emotional intelligence employ more integrating and compromising strategies for conflict management, therefore constructively managing conflict in the classroom. In light of these findings, emotional skill programs should be included in teachers' academic training to promote their emotional intelligence and give them tools to constructively manage classroom conflict.

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Section: Discussionsupporting

confidence: 91%

Section: Emotional Intelligence In the Classroommentioning

confidence: 99%

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

Valente

Lourenço

2020

Front. Educ.

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“…Similar to other studies (Gill & Sankulkar, 2017;Valente, 2019), the results have showed that gender was a statistically positive correlation with EI capacities (PUE: r = 0.156; p <0. 01; ECE: r = 0.095; p <0.…”

Section: Discussionsupporting

confidence: 89%

“…Studies analyze the role of personal and professional variables (e.g., gender, service time and academic formation) whit school teacher's EI. Some of these studies reveal high overall EI scores for women compared to men (Gill & Sankulkar, 2017;Valente, 2019). About the influence of service time on teacher's EI, some studies with Portuguese teachers indicate that teachers with more service time tend to have lower levels of EI (Sousa, 2011;Valente, 2019).…”

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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“…Some studies have analyzed the role of sociodemographic variables (e.g., gender, service time, and academic formation) of teachers in EI. These studies reveal high overall EI scores for females compared with males (Anari, 2012;Gill & Sankulkar, 2017;Sangeetha, 2017).…”

mentioning

confidence: 79%

The relationship between teachers’ emotional intelligence and classroom discipline management

Valente

Monteiro

Lourenço³

2018

Psychology in the Schools

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One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.

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An Exploration of Emotional Intelligence in Teaching: Comparison between Practitioners from the United Kingdom & India

Cited by 14 publications

References 20 publications

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

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

The relationship between teachers’ emotional intelligence and classroom discipline management

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