Enhancing Staff Health and Job Performance through Emotional Intelligence and Self-efficacy

Tabatabaei, Shahnaz; Jashani, Neda; Mataji, Meisam; Afsar, Niloofar Amir

doi:10.1016/j.sbspro.2013.07.011

Cited by 15 publications

(15 citation statements)

References 2 publications

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“…Previous study (Khurshid et al, 2012) reported that the female middle school teachers' self-efficacy was higher than that of men; however, some other findings pointed out that male PE teachers' selfefficacy was higher than that of female teachers (Ozkal, 2014;Yalçin incik and Kiliç, 2014); These showed that there was difference in self-efficacy between male and female teachers. The results of this study were basically consistent with the findings of domestic scholars (Ho, 2009), but contradicted with those of foreign scholars (Esma, 2012;Shahnaz et al, 2013;Sara and Daniela, 2016). The reasons need to be further explored.…”

Section: Self-efficacy Characteristics Of Physical Education Teacherssupporting

confidence: 68%

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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Objectives: To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching. Methods: By means of self-efficacy, work engagement and creative teaching scale, a questionnaire survey was conducted among middle school PE teachers, and the data were processed and modeled by SPSS and AMOS statistical analysis software. Results: Physical education (PE) teachers' self-teaching effectiveness was influenced by background factors such as gender, age, teaching age, full-time or part-time work and educational level. Work input was only affected by age, teaching experience and educational level, while creative teaching seemed to be only related to background factors such as educational background and full-time or part-time work; PE teachers' general teaching effectiveness and personal teaching effectiveness had significant positive effects on energy input, concentration input, dedication input, cognitive creativity, skill creativity and emotional creativity; Concentration input had a significant positive impact on the three-dimensional of creative teaching, while energy input and dedication input had no impact on the three-dimensional of creative teaching; Work input as an intermediary variable of self-efficacy's influence on creative teaching had been verified, but the real intermediary role was not the whole work input, but the concentration input in its structure. Conclusion: Both general and individual teaching effectiveness had positive effects on work input and creative teaching, but the energetic and dedicated input in work input cannot promote teachers' creative teaching effectively. Therefore, the professional ethics training of PE teachers in their enthusiasm and dedication to work should be strengthened.

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Section: Self-efficacy Characteristics Of Physical Education Teacherssupporting

confidence: 68%

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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“…The results of our study are consistent with similar studies such as the one accomplished on call centers (Shamsuddin & Abdul Rahman, 2014), Lindebaum (2013), Tabatabaei et al (2013), Jordan & Troth (2011), O'Boyle et al (2011), Jordan et al (2002, Feyerherm and Rice (2002) and Mandell and Pherwani (2003).…”

Section: Resultssupporting

confidence: 93%

“…Therefore, job performance is a multiple and extensive career in which all behaviors that are more narrowly determined is used to define performance (MacKenzie et al, 1993;Cote & Miners, 2006). Tabatabaei et al (2013) …”

Section: The Definition Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence and job performance: Evidence from railroad industry

Bahmanabadi¹,

Jafari²

2014

10.5267/j.msl

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This paper presents an empirical investigation to study the relationship between emotional intelligence and job performance in railroad industry. The study uses two questionnaires, one for measuring emotional intelligence adopted from Salovey and Mayer (1989) [Salovey, P., & Mayer, J. D. (1989). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.] and the other one for measuring job performance. The study selects 300 full time employees who work for railroad industry in city of Tehran, Iran, distributes two questionnaires among the employees and managed to collect all filled ones. Using Spearman correlation, the study has determined a positive and meaningful relationship between emotional intelligence and job performance (r = 0.796, Sig. = 0.000). In addition, there were positive and meaningful relationships between four components of emotional intelligence, namely consciousness (r = 0.642, Sig. = 0.000), self-regulation (r = 0.41, Sig. = 0.000), self-awareness ( r = 0.552, Sig. = 0.000) and social skills (r = 0.524, Sig. = 0.000).

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“…Villanueva & Sanchez (2007) found positive correlations between emotional intelligence and collective self-efficacy and leadership self-efficacy. Tabatabaei et al (2013) found positive correlation between emotional intelligence and self-efficacy. Gurol et al (2010) revealed positive correlation between emotional intelligence and self-efficacy.…”

Section: Extended English Summarymentioning

confidence: 84%

“…Villanueva & Sánchez (2007) duygusal zeka ile kollektif öz yeterlik (r=0.25), liderlik öz yeterliği (r=.56) arasında pozitif ilişki bulmuştur. Tabatabaei et al (2013) …”

Section: Tartışma Ve Sonuçunclassified

Evaluation of some factors affecting self-efficacy beliefs of students studying in teacher education departments<p>Öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesi

Şenel

Tamer

2018

HumanSciences

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The aim of this study was to evaluate some factors affecting self-efficacy beliefs of students in physical education and sport teacher department and students in the other fields of teacher education departments. Total of 515 students from Physical Education and Sport Teacher Department, Science Teacher Education, Mathematics Teacher Education, Social Studies Teacher Education, Music Teacher Education and Art Teacher Education Departments at Gazi University Faculty of Education participated in the study. Collected data was analyzed in SPSS 16.0 program by using Pearson Product Correlation test. Confirmatory Factor Analysis (CFA) in AMOS (Analysis of Moment Structure) was done for the sample group conformity of scales. As a result of literature review made before study, a structural equation model was hypothesized. Consequently, by examining the model fit indexes of hypothesized model, it can be concluded that having high level of emotional intelligence decreased academic burnout level of students and correspondingly academic and general self-efficacy beliefs were increased. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmanın amacı, beden eğitimi ve spor öğretmenliği bölümü ile diğer alanların öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesidir. Araştırmaya Gazi Üniversitesi Beden Eğitimi ve Spor Yüksekokulu Beden Eğitimi ve Spor Öğretmenliği, Eğitim Fakültesi Fen Bilgisi Öğretmenliği, Matematik Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Müzik Öğretmenliği ve Resim Öğretmenliği bölümlerinden toplam 515 öğrenci katılmıştır. Veriler, SPSS 16.0 paket programında Pearson Product Correlation testi kullanılarak analiz edilmiştir. Ayrıca duygusal zeka, genel öz yeterlik, akademik tükenmişlik ve akademik öz yeterlik ölçeklerin[a1] in[E2] örneklem grubuna uygunluğunun belirlenmesi için AMOS (Analysis of Moment Structure) programında Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Araştırma öncesinde yapılan literatür taraması sonucunda bir yapısal eşitlik modeli hipotez edilmiştir. Sonuç olarak, hipotez edilen modelin uyum indekslerine bakarak duygusal zekâ seviyesi yüksek olan öğrencilerin akademik tükenmişliğinin düşeceği buna bağlı olarak akademik öz yeterlik ve genel öz yeterlik inançlarının artacağı söylenebilir.

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Enhancing Staff Health and Job Performance through Emotional Intelligence and Self-efficacy

Cited by 15 publications

References 2 publications

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

Emotional Intelligence and job performance: Evidence from railroad industry

Evaluation of some factors affecting self-efficacy beliefs of students studying in teacher education departments<p>Öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesi

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