Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment

Chesnut, Steven R.; Cullen, Theresa

doi:10.1080/08878730.2014.887168

Cited by 56 publications

(43 citation statements)

References 50 publications

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“…Therefore, higher EI is associated with higher self-efficacy and vice versa. This is consistent with Beykzad (2012), Jafari-malek (2012), Ahadi et al (2009), Padashi (2009), Chesnut and Cullen (2014, Jha and Singh (2012), Yazic (2011), Samuel Salami (2007 and (2010), Rathi and Rastogi (2008), Defabio and Palazzeschi (2008), Chan (2008), Huang (2007, Penrose et al (2007). The results indicate a significant relationship between EI and self-efficacy of teachers.…”

Section: Discussionsupporting

confidence: 76%

The Role of Emotional Intelligence and Self-Efficacy of Teachers

Masoumparast

2016

RES

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Background and Objective: the role of education and teachers is undeniable in human societies. The theories of emotional intelligence and self-efficacy assume that beliefs of individuals on their skills and abilities optimally influence their performance and enable them to take the best decision on the most difficult conditions and unpredictable situations. The purpose of this study was to examine the role of EI and self-efficacy of teachers. Materials and Methods: this study used a descriptive-correlational methodology. The samples included 345 teachers who were selected by proportional-to-size stratified sampling by Cochran's formula. Bar-On's EQ-i and Schwartzer's GSE were used to evaluate teachers. Results: data analysis and statistical calculations revealed a significant and positive correlation between EI and self-efficacy of teaches. On the other hand, EI and self-efficacy of teachers considerably influence students. Conclusion: as the findings suggest that, positive teacher-student interactions reduce the symptoms of disorders and behavioral problems of students. Primary school teaching is the most important profession in the world; thus, teaching is a great responsibility which should not be considered as a mere job.

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Section: Discussionsupporting

confidence: 76%

The Role of Emotional Intelligence and Self-Efficacy of Teachers

Masoumparast

2016

RES

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“…While much has been written about the relationship between EI and TSE in schools (Cherniss 2002;Chesnut and Cullen 2014;Falahati, and Rostami 2012;Ogrenir 2008, Penrose et al 2007, this is the first investigation about of the relation of trait emotional intelligence to teacher self-efficacy of dance education students. In most of the reviewed literature, EI scores were positively related with self-efficacy beliefs (Chan 2004(Chan , 2006Chesnut and Cullen 2014;Mouton et al 2013;Penrose et al 2007). The present results strengthen the existing argument that emotional intelligence is related to self-efficacy.…”

Section: Teacher' Self-efficacy Beliefsmentioning

confidence: 99%

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

Mulholland

Timmons

et al. 2018

Research in Dance Education

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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 British Dance Education Students. Theories of emotional intelligence (EI) have already been applied successfully in the field of education, and EI has been found to predict different aspects of teaching such as influencing one's self-beliefs. Positive associations among emotional intelligence (EI) and teachers' self-efficacy (TSE) and length of teaching experience have been reported. This study aims to investigate potential associations between EI, TSE, and length of teaching experience amongst British postgraduate students of dance education (PGDE) students. A sequential mixed-methods design was applied, including both qualitative and quantitative methods in order to capture examples of emotionally intelligent dance students. Measures of the trait emotional intelligence questionnaire (TEIQue) and the teacher sense of efficacy scale (TSES) were administered to a sample of eight PGDE students. The results suggest a positive association between trait emotional intelligence, its subscales and teachers' self-efficacy and between the TEIQue total score and the length of teaching experience. Qualitative data was collected via a multiple case study, evaluating four cases among the participants. Three main themes merged from the qualitative data: dance background, teaching experience and self-efficacy beliefs, exploring further the findings from the preliminary analysis. Specific student dance teacher development programmes have been suggested to enhance dance teachers' emotional intelligence.

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“…More specifically, teacher selfefficacy includes multiple aspects of teaching, such as providing effective, inclusive instruction (e.g., Siwatu, Chesnut, Alejandro, & Young, 2016;Wolters & Daugherty, 2007), developing appropriate assessment tools (e.g., Kelly, Siwatu, Tost, & Martinez, 2015), and employing responsive classroom management techniques (e.g., Siwatu, Putman, Starker-Glass, & Lewis, 2015). Given that the general focus of teacher self-efficacy is teachers' confidence to teach, prior research has shown strong associations with resilience and endurance during difficult lessons (e.g., Day, 2008;Gu & Day, 2007), openness to pedagogies and teaching development (e.g., Chong & Kong, 2012;Swackhamer, Koellner, Basile, & Kimbrough, 2009), longevity and commitment to the profession (e.g., Chesnut, 2017;Chesnut & Burley, 2015;Chesnut & Cullen, 2014), and indicators of student success (e.g., Caprara, Barbaranelli, Steca, & Malone, 2006).…”

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confidence: 99%

Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

Hajovsky

Oyen

Chesnut

et al. 2019

Psychology in the Schools

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The relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well‐documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self‐efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self‐efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self‐efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self‐efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math.

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Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment

Cited by 56 publications

References 50 publications

The Role of Emotional Intelligence and Self-Efficacy of Teachers

The Role of Emotional Intelligence and Self-Efficacy of Teachers

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

Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

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