Emotional Intelligence, Learning Motivation and Inclusion Ability among Arab Minority Special Education Teachers in Israel

Abstract

This study examined the relationship between special education teachers' emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a moderator between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predicts the learning motivation among students with specific learning disorders.

The Relationship Between Physical Exercise and Prosocial Behavior of Junior Middle School Students in Post-Epidemic Period: The Chain Mediating Effect of Emotional Intelligence and Sports Learning Motivation and Gender Differences

“…and their relationships. Studies have shown a significant positive correlation between EI and learning motivation, [33][34][35] indicating that they may play a chain mediating effect between PE and PSB. The higher the EI, the more effectively you can manage and use your emotions, generate positive emotions and relieve negative emotions.…”

Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables

“…Within the teacher education context, there has been increasing interest on the impact EI will have on teachers' effectiveness and well-being. In fact, EI has been contextualised within the educational setting as the constellation of emotional, personal and social capabilities that affects one's interpersonal/intrapersonal competences, coping with stress and general mood (Danielle, 2019, as cited by Dallasheh, Zubeidat and Masri, 2021). To Allen, MacCann and Matthews, et al (2014).…”

“…This is possible because EI facilitates both intrapersonal and interpersonal well‐being of an individual. Regarding inclusive education, EI is significantly associated with teachers' inclusion ability (Dallasheh et al., 2021). No doubt, the flexibility and adaptability demands in teaching diverse students require possession of high EI among teachers.…”