Attention to Student Needs Mediates the Relationship Between Teacher Emotional Intelligence and Student Misconduct in the Classroom

Nizielski, Sophia; Hallum, Suhair; Lopes, Paulo N.; Schütz, Astrid

doi:10.1177/0734282912449439

Cited by 42 publications

(36 citation statements)

References 29 publications

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“…In general, the results of this study are in line with other authors (Di Fabio & Palazzeschi, ; Nizielski et al, ; Perry & Ball, ; Steiner & Perry, ). As Steiner and Perry () prove, individuals with more EI are able to manage and regulate their emotions, which gives them a higher quality of life and develop more stable relationships with those around them.…”

Section: Discussionsupporting

confidence: 93%

“…Studies show that management of classroom discipline reflects an essential requirement for cognitive learning and if the teacher cannot solve the problems derived from the unruly and conflicting behaviors of students, the whole process of teaching and learning will be compromised (Valente, 2015). The research results of Nizielski, Hallum, Lopes, and Schütz (2012) point out that teachers with high EI establish good working relationships with students and are attentive to their needs. In its turn, the results of the study by Anari (2012) indicate that there is a positive and significant relationship between emotional intelligence and job satisfaction.…”

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confidence: 99%

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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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Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

The relationship between teachers’ emotional intelligence and classroom discipline management

Valente

Monteiro

Lourenço³

2018

Psychology in the Schools

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“…For example, empirical research has shown that highly emotionally intelligent teachers are better able to deal with the challenges of contemporary classroom life such as working with diverse heterogeneous classes, managing group dynamics or coping with increasing levels of teacher stress and burnout (see, e.g., Brackett et al 2010;Chan 2006;Corcoran and Tormey 2012a, 2012bJennings and Greenberg 2009). It has also been shown that such teachers tend to design more engaging lessons aimed at promoting learners' motivation (Elias and Arnold 2006;Graziano et al 2007;Nizielski et al 2012) and work at reducing rates of bullying and antisocial behaviour in their classes Levenson 1993, 1997;Richards and Gross 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Their Classroom Practice?

Dewaele

Gkonou

Mercer

2018

Emotions in Second Language Teaching

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Emotions are a key part of language education for all stakeholders. Yet, to date, learner emotions have been studied more frequently than those of teachers. In this chapter, we argue that it is crucial to investigate teachers' management of their own emotions and examine any possible links with their classroom practices. We use the metaphor of teachers being like orchestra conductors, attuned to-and regulating-the emotions in the classroom. Using an online questionnaire, we collected quantitative feedback concerning classroom behaviours from 513 ESL/EFL teachers from around the world. Independent variables included Trait emotional intelligence (EI), years of teaching experience, general English proficiency and gender. Statistical analyses revealed that Trait EI and teaching experience were positively linked with levels of self-reported creativity, classroom management, and pedagogical skills and negatively linked with predictability. Level of English proficiency was only positively linked to selfreported creativity and gender had no effect. Reflecting on the implication of these findings suggests that training in emotional competences could improve the effectiveness of (trainee) teachers' classroom practices and, ultimately, also their professional well-being.

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“…Emotionally competent teachers also tend to be skilled at creating environments conducive to learning (Elias & Arnold, ; Powell & Kusuma‐Powell, ). For example, teachers’ perceived emotional competence is positively associated with supportive teacher–student relationships and negatively related to students’ challenging classroom behavior (Brackett, Reyes, Rivers, Elbertson, & Salovey, ; Jeloudar, Yunus, Roslan, & Nor, ; Nizielski, Hallum, Lopes, & Schutz, ; Perry & Ball, ; Ramana, ).…”

Section: Emotional Competencementioning

confidence: 99%

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

Garner

Parker

Prigmore

2019

Infant Mental Health Journal

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In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center‐based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships.

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Attention to Student Needs Mediates the Relationship Between Teacher Emotional Intelligence and Student Misconduct in the Classroom

Cited by 42 publications

References 29 publications

The relationship between teachers’ emotional intelligence and classroom discipline management

The relationship between teachers’ emotional intelligence and classroom discipline management

Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Their Classroom Practice?

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

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