Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc

doi:10.1123/jtpe.32.4.342

Cited by 35 publications

(37 citation statements)

References 52 publications

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“…Thus, this indicates a strong connection between emotional intelligence skills and selfefficacy levels for the physical education teachers of the Salt Directorate of Education. This result is confirmed by some previous studies such as the study of Abdolvahabi et al (2012) and Mouton et al (2013). Subsequently, their studies gave a clear indication of the compatibility between the results of the previous studies and our study results.…”

Section: Resultssupporting

confidence: 93%

“…For example, if the teacher has self awareness and problem solving skills as main cofactors in emotional intelligence, he/she will definitely be highly rated on the self-efficacy parameter (Abdolvahabi et al, 2012). Mouton et al (2013) also stated that having high emotional intelligence rates could be related to high self-efficacy rates as well. Abdovahabi et al (2012) proved that there is a relationship between emotional intelligence dimensions: emotional awareness, problem solving abilities, and self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

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Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

Aladwan

Khayat

2016

ESJ

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The aim of this study is to investigate the relationship between emotional intelligence skills and self-efficacy levels among physical education teachers from the teachers' own perspective. The researchers developed two scales that measure the emotional intelligence skills; and another one to measure self-efficacy levels for physical education teachers. These two scales were applied on (70) teachers from public and private schools of the Salt Directorate of Education in Jordan. The results show a strong relationship between the emotional intelligence skills and self-efficacy levels among physical education teachers. Therefore, the results also showed that the physical education teachers have high levels of emotional intelligence skills and self-efficacy levels. Also, the results show the presence of statistically significant differences between teachers in the emotional intelligence skills for the benefit of male teachers, and between public and private schools for public schools. The researchers have recommended that it is necessary to teach some training programs about emotional intelligence to physical education teachers in both public and private schools and universities.

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Section: Resultssupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

Aladwan

Khayat

2016

ESJ

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“…Results supported the hypothesis and provided empirical support to the theoretical link between these two constructs. The significant correlation found between EI and online teaching self-efficacy is congruent with other previous studies conducted in face-to-face instruction (Kumar and Devi, 2016;Amirian and Behshad, 2016;Mouton et al, 2013;Adeyemo and Agokei, 2014;Walter and Marcel, 2013).…”

Section: Discussionsupporting

confidence: 80%

“…Also, years of teaching experience was related to EI (r = 0.32, p < 0.001). In a sample of 119 physical education high school teachers, EI was positively correlated with teachers self-efficacy ( r = 0.28, p < 0.001) (Mouton, Hansenne, Delcour, & Cloes, 2013). In a study of pre-service teachers in some Nigerian universities, EI and teachers self-efficacy combined predicted teachers' effectiveness (Adeyemo & Agokei, 2014 (Walter & Marcel, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

Ali¹,

Ali²,

Jones³

2017

IJHE

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This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master's and/or doctoral programs. The hypothesis tested states "Academic nurse educators who teach online and who report higher levels of EI would also report greater online teaching self-efficacy." Results showed a significant moderate relationship (r=0.446, p< .01) between EI and online teaching self-efficacy. The coefficient of determination R 2 was 0.199, which indicates that about 20% of the variation in online teaching self-efficacy can be explained by EI contribution. The hypothesis was supported. Results also indicated that online teaching self-efficacy was positively related to duration of being an academic nurse educator (r = 0.212, p<0.05) and duration of teaching online (r = 0.203, p< 0.05). Further, there was no significant difference between the different age groups regarding EI and online teaching self-efficacy. Similarly, there was no significant difference among university degrees attained of participants regarding EI and online teaching self-efficacy. The Implications for enhancing EI and online teaching self-efficacy are discussed.

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“…Overall Cronbach's alpha is shown to be 0.88, over the 30 items in the scale. Mouton et al (2013) uses the TEIQue on a sample of physical education teachers. The findings show Cronbach alpha to be 0.94.…”

Section: Correlationmentioning

confidence: 99%

The Relationship between Emotional Intelligence and Well-Being in Academic Employees

Bowen¹,

Pilkington²,

Rose³

2016

International Journal of Social Science Studies

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The aim of this study is to investigate the relationships between emotional demands, emotional intelligence and perceived stress in a sample of academic employees. The sample size of 100% (N =533) includes the following: 45.8% (N = 244) are male with a mean age of 48.78 (SD = 10.9) and median of 49; and 54.2% (N = 289) are female with a mean age of 47.29 (SD = 9.78) and median of 48. All academics work for universities in different countries around the world.Instruments associated with managing emotions (Trait emotional intelligence questionnaire-short form, TEIQue-SF) and perceived stress scale (PSS) are used in this study and the findings show that there is an invert relationship between perceived stress scale (PSS) and managing emotions; as PSS reduces managing emotions increases. The findings of this study provide a user-friendly summary that can inform and contribute to theory and future research.

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Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Cited by 35 publications

References 52 publications

Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

The Relationship between Emotional Intelligence and Well-Being in Academic Employees

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