Becoming an Emotionally Intelligent Teacher

Powell, William E.; Kusuma-Powell, Ochan; Costa, Arthur L.; Garmston, Robert J.

doi:10.4135/9781452275307

Cited by 38 publications

(16 citation statements)

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“…Reviewing the previous research on the association between Trait EI and EFL teaching practices revealed a promising bond. It was put forward that greater Trait EI is allied with teachers" capability to more effectively manage and handle the high demands of modern complex classroom settings (Powell & Kusuma-Powell, 2010), reducing stress and anxiety (Chan, 2006) and increasing student satisfaction (Brackett et al, 2010). Likewise, teachers with greater of Trait EI are expected to facilitate a friendlier and more motivating classroom atmosphere (Nizielski et al, 2012), and diminish negative manners like student absentees, bullying and hostility (Jennings & Greenberg, 2009;Richards & Gross, 1999).…”

Section: Previous Studiesmentioning

confidence: 99%

The Impact of EFL Teachers’ Emotional Intelligence and Teacher-Related Variables on Self-Reported EFL Teaching Practices

Awwad¹

2022

WJEL

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Teacher emotions form a cornerstone of classroom teaching practices. The study investigated the impact of EFL teachers’ traits emotional intelligence, teaching qualifications, teaching experience, teaching stage, gender and age on their self-reported classroom teaching practices. An online survey was administered to 115 EFL teachers. The findings confirmed a significant positive correlation between emotional intelligence and classroom teaching practices. Teaching experience was found to influence classroom management and pedagogical skills, but not teacher creativity and teacher predictability, which was in favour of the most experienced teachers. Teaching qualifications affected creativity, classroom management and pedagogical skills which was in favour of PhD holders. No effects were detected for teaching stage, age or gender on EFL teachers’ classroom teaching practices. The findings are discussed in line with the previous relevant research and the related theories.

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Section: Previous Studiesmentioning

confidence: 99%

The Impact of EFL Teachers’ Emotional Intelligence and Teacher-Related Variables on Self-Reported EFL Teaching Practices

Awwad¹

2022

WJEL

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“…According to Doyle (2008), effective teaching is mirrored in the extent of student learning. Characteristics of an effective teacher can be enlisted as pedagogical skills, content clarity (Bosshardt & Watts, 2001;Day & Leitch, 2007;Powell & Kusuma-Powell, 2010), good communication skills (Leaman, 2008) and healthy student teacher relationship (Thomas, 2008). Effective teacher is supportive, empathic, aware of students' emotions, respectful (Erguer, 2009) caring (Kremenitzer & Miller, 2008), firm, flexible, ready for experiment, warm, dynamic, attentive, and reliable (Mortiboys, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Effective teacher is supportive, empathic, aware of students' emotions, respectful (Erguer, 2009) caring (Kremenitzer & Miller, 2008), firm, flexible, ready for experiment, warm, dynamic, attentive, and reliable (Mortiboys, 2005). S/he generates a learning place which is pleasing, creative, joyous, challenging as well as interesting (Powell & Kusuma-Powell, 2010) where students participate enthusiastically (Bosshardt & Watts, 2001). S/he actively participates in students' life events and their work (Nelson, Low, & Nelson, 2005), manages his/her classroom behavior expertly, appreciates and acknowledges students' innovative ideas, (Powell & Kusuma-Powell, 2010), practices humor in class (Coetzee & Jansen, 2007), has realistic expectations from learners (Kremenitzer et al, 2008), and helps students gain good grades (Powell & Kusuma-Powell, 2010) by explaining the task till every student comprehends it well as well as helps them utilize their maximum potential (Wilson & Corbett, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…S/he generates a learning place which is pleasing, creative, joyous, challenging as well as interesting (Powell & Kusuma-Powell, 2010) where students participate enthusiastically (Bosshardt & Watts, 2001). S/he actively participates in students' life events and their work (Nelson, Low, & Nelson, 2005), manages his/her classroom behavior expertly, appreciates and acknowledges students' innovative ideas, (Powell & Kusuma-Powell, 2010), practices humor in class (Coetzee & Jansen, 2007), has realistic expectations from learners (Kremenitzer et al, 2008), and helps students gain good grades (Powell & Kusuma-Powell, 2010) by explaining the task till every student comprehends it well as well as helps them utilize their maximum potential (Wilson & Corbett, 2007). Furthermore, his/her assertiveness, motivating personality, self-esteem, self-confidence, and relationship with students and other stakeholders (colleagues, parents) make him effective and inspiring teacher (Leaman, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

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Development of Teaching Effectiveness Scale for University Teachers

Shahzad

Mehmood

2021

JRSS

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Effectiveness can be assessed in terms of achievability of objectives. Teaching process at higher education level aims at students' cognitive, psychomotor and effective development so that university graduates could become effective members of society after completion of their studies. Purpose of education can never be achieved without teachers. It can safely be said that effectiveness of education system largely depends on effectiveness of its teachers. Accountability or teacher evaluation helps ensure teaching effectiveness. Therefore, this study aimed at construction of such a scale which could be used to assess university teachers' teaching effectiveness. For preparing Teaching Effectiveness Scale (TES), primarily, 65 statements were prepared as an item pool after literature review related to capabilities of efficient and effective teacher. Items were extracted from literature review (i.e., contemporary scales for teacher evaluation), informal interviews with ten university teachers and focus group discussions with three intact groups of graduates were held. Later on, 16 Subject Matter Experts (SMEs) judged the content validity. Content Validity Index (CVI) and Content Validity Ratio (CVR) were calculated to retain 43 content valid items. Finally, these 43 items were administered to 698 university students. Confirmatory Factor Analysis (CFA) was performed on LISREL 8.8. to ensure construct validity. Finally, there remained 32 items whose factor loadings were more than 0.40. Reliability Coefficient Value (RCV) was high (r= 0.87). In this way, TES comprised four sub scales i.e. (a) Classroom Management (CM), (b) content and pedagogical skills, (c) Facilitative Classroom Environment (FCE) and (d) Student Teacher Relationship (STR). The scale possesses high psychometric properties and is available for use.

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“…One of the most essential qualities that the teachers lack is reflecting on self or self awareness. Powell and Powell understand that "teachers who have selfawareness are more able to make learning pleasurable for their students and pleasure is essential to meaningful learning" (Powell and Powell, 2013). Self awareness has the tendency to introduce one to self and the deep seated emotions and values within.…”

Section: Introductionmentioning

confidence: 99%

Determining the Characteristics of a Virtuous Teacher: Impact of Selected Virtues in Practice

Tripathy¹,

Panda²

2022

JEET

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Teachers are the incarnations of ethics, morals and values that they impart to the students with an aim to direct, educate and motivate students in accomplishing the mission of being a responsible citizen of the society. Studies claim that students tend to be more competent when they are able to apply virtues. As teachers play a significant role in forming and shaping the moral characters of their students, it is essential to understand that teachers set examples to their students by demonstrating through example. The role and the responsibility of the teachers is to disperse knowledge and information but little attention is been paid to the essential virtues that teachers need to adopt and introduce in the classroom. The main objective of the paper is to determine the characteristics of a virtuous teacher. Data for the study was collected from 423 teachers, teaching in schools, colleges and universities across India through a questionnaire that consisted of a number of components dealing with the characteristics of a teacher. Since it was difficult to accept all the components, factor analysis technique was implemented to condense the most essential qualities of a virtuous teacher. Further, co-relation and binary logistic regression analysis was implementedto find out how much impact these qualities create in order to define the characteristics of a virtuous teacher. Results indicated that the components that are essential to determine the qualities of a virtuous teachers are communication, fairness, responsibility, focus, care, humour, interest and commitment. Key Terms: Teaching, Teachers, Students, Qualities, Virtuous

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Becoming an Emotionally Intelligent Teacher

Cited by 38 publications

References 0 publications

The Impact of EFL Teachers’ Emotional Intelligence and Teacher-Related Variables on Self-Reported EFL Teaching Practices

The Impact of EFL Teachers’ Emotional Intelligence and Teacher-Related Variables on Self-Reported EFL Teaching Practices

Development of Teaching Effectiveness Scale for University Teachers

Determining the Characteristics of a Virtuous Teacher: Impact of Selected Virtues in Practice

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