Teachers’ Attitudes towards Work in Relation with Emotional Intelligence and Self-efficacy

Abstract

This paper intends to identify the relationship between emotional intelligence, the self-efficacy and attitudes towards work of teachers. The main objectives are as follows: establishing the correlation between the emotional intelligence, teacher selfefficacy and work mentality and general job satisfaction; presenting the differences of the teachers` work mentality and general job satisfaction in terms of different variables (environment, marital status, didactic degree); establishing the existing differences regarding the teachers' work mentality and its dimensions, and general job satisfaction and its dimensions in terms of the emotional intelligence level and in terms of teachers` self-efficacy level Teachers have an important impact upon their student's educational development and also the learning success of the students could be influenced by teachers' attitudes. We try to figure out if there is a correlation between emotional intelligence and teachers' self-efficacy and their attitudes towards work. The sample of our study comprised 575 subjects, teachers, with different ages, different specialities, belonging both to rural and urban area. The results show an image regarding the relationship between emotional intelligence, self-efficacy and work mentality and work satisfaction and could be useful in developing strategies for enhancing the quality of teachers training programs.

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

“…In the field of education, studies have also been published which demonstrate that teacher effectiveness and quality are associated with EI levels (Sutton & Wheatley, 2003;Di Fabio & Palazzeschi, 2008;Jennings & Greenberg, 2009). These and other studies also report other benefits of EI, such as improvements in trainee teachers' prosocial behaviour, degree of job satisfaction, or the best ways to deal with strategies to improve educational programmes (Chan, 2008;Colomeischia & Colomeischia, 2014). Taking all this into account, this study presents a programme that is aimed at improving levels of EI in trainee teachers in order that trainee teachers may better develop their professional careers as future teachers.…”

“…Later, Chan (2008) studied the relationships between EI, self-efficacy, and coping skills in professors from Hong Kong and found that intrapersonal and interpersonal emotional intelligence significantly predict teachers' coping strategies. Colomeischia and Colomeischia (2014) described the relationships between EI, self-efficacy, work mentality, and job satisfaction and highlighted their importance in the development of strategies to improve the quality of training programmes for professors.…”

Can Emotional Intelligence Predict Individual Values?

“…Nordin (2011) revealed that emotional intelligence had contributed the strongest unique contribution to explain organizational readiness for change [20]. Colomesichi and Colomeischi (2014) stated the more emotional intelligent teachers are the more satisfied with their teaching job they are and also they have a more positive attitude towards work [21].…”

Emocinė inteligencija fizinio ugdymo procese: fizinio ugdymo mokytojų ekspertų patirtys

“…Gilinantis į fizinio ugdymo mokytojų emocines patirtis akivaizdu, kad sąryšis tarp to, ką jaučia mokytojas, ir tarp to, ką jaučia mokiniai, yra neginčytinas, kadangi vien dalijimasis savo patirtimis mokytojams kėlė stiprių emocijų, kurios ir prajuokino, ir pravirkdė. Taigi ne veltui teigiama, kad emocijos atlieka svarbų vaidmenį mokytojo ir mokinio santykiuose (Colomeischia, Colomeischia, 2014) ir yra vienas pagrindinių dalykų, būtinų ugdymo procese. Tai pastebėjo ir patys mokytojai.…”