emotional intelligence

  • On teachers’ potential in promoting pupils’ emotional and spiritual development at school

    Author: Ewa Kobyłecka
    Institution: University of Zielona Góra
    Year of publication: 2017
    Source: Show
    Pages: 47-58
    DOI Address: https://doi.org/10.15804/IFforE2017.03
    PDF: iffe/10/iffe1003.pdf

    Contemporary adolescents are tempted by effortless, consumerist lifestyles devoid of reflection. They display pretentious attitudes and exhibit problems with proper functioning within the society. Therefore, it is necessary to change educational processes at school in order to promote intensive emotional and spiritual development in pupils, so that young generations comprehensively develop to handle future problems, as well as to be able to construct their own knowledge about themselves and the outside world. Competent teachers can play certain roles in this process, introducing their pupils into the rich world of values.

  • Ability vs. Self-Perception in Emotional Intelligence: Do We Measure the Same Thing?

    Author: Margarita Gutiérrez-Moret
    Author: Remedios Aguilar-Moya
    Author: Raquel Ibáñez-Martínez
    Author: Antonio Vidal-Infer
    Year of publication: 2017
    Source: Show
    Pages: 250-256
    DOI Address: https://doi.org/10.15804/tner.2017.48.2.20
    PDF: tner/201702/tner20170220.pdf

    TMMS and MSCEIT are the most frequently used tools to assess emotional intelligence. TMMS is a questionnaire to self-evaluate emotional skills, and MSCEIT is a test to measure emotional intelligence. Given that both are used equally, we examined the relationship between their dimensions. A sample of 252 adults was selected from higher education institutions. MSCEIT and TMMS-24 were administered and ANOVA and Pearson correlation analyses were conducted. The MSCEIT Managing Emotions branch was the only area that discriminates among participants. A new combined tool to assess EI is proposed in this study.

  • Teachers’ Emotional Intelligence and Moral Character as Predictors of Secondary School Students’ Moral Character in Ilorin South, Nigeria

    Author: M.B. Bello
    Author: A. Yusuf
    Author: I.O.O. Amali
    Year of publication: 2017
    Source: Show
    Pages: 211-222
    DOI Address: https://doi.org/10.15804/tner.2017.47.1.17
    PDF: tner/201701/tner20170117.pdf

    This study examines secondary school teachers’ level of emotional intelligence and their moral character as predictors of moral character among secondary school students in Ilorin South LGA, Kwara State. 106 teachers and 318 students from 20 secondary schools were purposively sampled for the study. Data collected were analysed using mean-scores, standard-deviation and multiple-regression. The study revealed that secondary school teachers’ emotional intelligence predicts secondary school students’ moral character. It was recommended that there is a need for teaching emotional intelligence as a foundation course at all the teacher training institutions in Nigeria.

  • The effect of emotional intelligence, competence and interpersonal communication on the performance of senior high school teachers through achievement motivation in Makassar, Indonesia

    Author: Erni Ratna Dewi
    Author: Patta Bundu
    Author: Suradi Tahmir
    Year of publication: 2016
    Source: Show
    Pages: 176-183
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.14
    PDF: tner/201602/tner20160214.pdf

    The presented research aims at analyzing whether the emotional intelligence, competence, and interpersonal communication directly affect teacher performance in senior high schools in Makassar. This research also aims at analyzing whether emotional intelligence, competence, and interpersonal communication indirectly affect teacher performance through achievement motivation in senior high schools in Makassar. The research was a quantitative study. The sample of this research consisted of 130 respondents. The data were analyzed using Structural equation Model AMoS 18. The findings show that emotional intelligence has a positive and significant effect on teacher performance. every teacher’s emotional intelligence proves convenient in teaching. Competence has a positive and significant effect on teacher performance. It is important in supporting the teaching profession. In addition, it allows teachers to conduct the learning process effectively.

  • Emotional intelligence and burnout in the teaching profession

    Author: Irena Przybylska
    Year of publication: 2016
    Source: Show
    Pages: 41-51
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.03
    PDF: tner/201601/tner20160103.pdf

    The presented study employed an emotional intelligence framework as a means of explicitly examining the emotional competences and experiencing job satisfaction or burnout. Emotional intelligence is hypothesized to have a positive relationship with higher job satisfaction and negative with burnout. Firstly, the variables are discussed on the basis of existing concepts and research. The second part presents my own research: methodology outline, main data and discussion. Results showed that emotional intelligence was a  negative significant predictor (r=0.54, p<0.05) of burnout symptoms, and a positive significant predictor of job satisfaction (r=0.37, p<0.05). The paper concludes with a discussion of the pedagogical implications, teaching professionalization and recommendations for future research.

  • Three types of intelligences and their relationship to students’ school performance

    Author: Lada Kaliská
    Year of publication: 2015
    Source: Show
    Pages: 275-286
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.22
    PDF: tner/201503/tner20150322.pdf

    The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).

  • Rola inteligencji emocjonalnej jako kompetencji międzykulturowej w osiągnięciu sukcesu zawodowego polskich emigrantów

    Author: Mariusz Korczyński
    Year of publication: 2017
    Source: Show
    Pages: 185-199
    DOI Address: https://doi.org/10.15804/em.2017.02.12
    PDF: em/7/em712.pdf

    Inteligencja emocjonalna, jako jedna z ważniejszych kompetencji międzykulturowych, ma istotne znaczenie w kwestii tworzenia dobrych relacji ze swoim otoczeniem i poczuciem spełnienia się w życiu. Wpływając na umiejętność realizacji wyznaczonych sobie celów, jest szczególnie ważnym czynnikiem decydującym o sukcesie zawodowym. Celem badań była próba ukazania związków między jedną z węzłowych kompetencji międzykulturowych, jaką jest „inteligencja emocjonalna” Polaków w Anglii, a ich sukcesem zawodowym. Badania przeprowadzono metodą sondażu diagnostycznego z techniką ankietową. Analizie poddano 114 poprawnie wypełnionych kwestionariuszy, tylko tych osób, które jednoznacznie zadeklarowały osiągnięcie sukcesu zawodowego lub też nie. Badania wykazały, że we wszystkich szczegółowych kompetencjach składających się na węzłową kompetencję – „inteligencję emocjonalną” takich jak: elastyczność interpersonalna, empatia, radzenie sobie z uczuciami oraz adaptacja i elastyczność zachowań, wyniki na poziomie istotnie wyższym uzyskały osoby badane, które charakteryzowały się poczuciem osiągnięcia sukcesu zawodowego. Zatem można przyjąć, że wysoki poziom przyswojenia powyższych szczegółowych kompetencji stanowi swoistą determinantę sukcesu zawodowego na obczyźnie.

  • Correlation between Emotional Intelligence and Creative Behaviour of Primary School Teachers

    Author: Katarzyna Szorc
    Institution: University of Białystok, Poland
    ORCID: https://orcid.org/0000-0002-8911-6979
    Year of publication: 2020
    Source: Show
    Pages: 176-191
    DOI Address: https://doi.org/10.15804/kie.2020.04.11
    PDF: kie/130/kie13011.pdf

    There is a certain amount of research that proves that positive emotions and mood play an important role in creative human activity (Abele-Brehm, 1992; Tokarz, 2011; Kunat, 2015). Particularly valuable is ability to recognise emotions and communicate them. It is also important to accept experienced emotions, gain a skill to react accordingly as well as ability to evoke and regulate emotions. According to Salovey and Mayer’s model, the aforementioned dispositions are elements of emotional intelligence. It turns out that emotional intelligence can stimulate creative activity since it enables management of emotional expenditure (Nęcka, 2001). The paper presents results of research conducted among teachers of primary schools. It was assumed that there is a correlation between emotional intelligence and creative activity of teachers. The research can contribute to development of emotional skills of teachers and to intensify their creative activity. That, in turn, can translate into shaping of innovative school environment that fits the needs of contemporary young person - a student.

  • Emotional Intelligence of Future Physicians Who Tend to Hide Professional Mistakes

    Author: Olena Lazurenko
    Institution: National Medical University named aft er O.O. Bogomolets
    Author: Nataliya Smila
    Institution: Institute of Psychology named aft er Kostyuk NAPS of Ukraine
    Year of publication: 2021
    Source: Show
    Pages: 283-291
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/202102/tner6423.pdf

    The purpose of the article is to present the results of testing the emotional intelligence of the future physicians who tend to hide professional mistakes. The article is based on the study involving 129 students who are studying in the specialties “Medical business”, “Medical psychology”, “Pediatrics”, “Dentistry” at the medical-psychological, dental and medical faculties of the O.O. Bohomolets National Medical University. During the study, the following methods were used: 1) The Error-Oriented Motivation Scale (EOMS) in order to measure a tendency to hide professional mistakes; 2) The Emotional Intelligence Scale in order to determine the level of emotional intelligence. Statistical processing of the study results was performed using 1) descriptive statistics (percentages, arithmetic means, standard deviations); 2) Student’s T-test to compare the emotional intelligence level in the groups of future physicians with different levels of propensity to hide professional mistakes. The study has found that a significant number of future physicians (53.5%) showed a tendency to hide their professional mistakes. The respondents in this group are characterized with low and medium levels of emotional intelligence compared to future physicians who strive to learn from their mistakes. This study has demonstrated that the vast majority of future physicians believe that professional errors should be hidden, which, in turn, does not contribute to their professional development; the future physicians who tend to hide professional mistakes have low levels of emotional awareness, ability to manage one’s emotions, self-motivation, empathy, ability to manage other people’s emotions. The development of emotional intelligence would apparently contribute to a more conscious attitude of future physicians to professional activities as well as more common-sense attitude to mistakes, and this poses new challenges for medical education to form emotional intelligence of future medical professionals.

  • Replication Study of the Slovak MESI Scale and its Construct Validity in Two Research Samples

    Author: Kaliská Lada
    Institution: Matej Bel University
    Author: Salbot Vladimír
    Institution: Matej Bel University
    Author: Heinzová Zuzana
    Institution: Matej Bel University
    Year of publication: 2019
    Source: Show
    Pages: 305-316
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/201902/tner5624.pdf

    The replication study offers research findings from verification of the construct validity of social intelligence by the Slovak MESI scale (Manipulation, Empathy, Social Irritability - MESI, Frankovský, Birknerová, 2014) by means of confirmatory factor analysis, and by convergent/discriminant validity by the trait emotional intelligence questionnaire (Petrides, 2009) in two samples (secondary school students: N = 134, Mage = 17.7 years old /SD = 0.47/, 66% women; university students: N = 138, Mage = 21.52 years old /SD = 1.81/, 77% women). Results of confirmatory factor analysis (CFA) confirm the three-factor solution of the MESI scale (extracted factors of Manipulation, Empathy, Social Irritability) in accordance with the authors’ original solution in both samples. Trait emotional intelligence (EI) and its four factors enter into significant positive relationships with Empathy (convergent validity) and negative relationships with Social Irritability (discriminant validity). The global level of trait EI can be predicted by the factor of Empathy and Social Irritability in both research samples. Our findings confirm substantiation of the MESI scale for assessment of social intelligence, and its possible application in targeted educational interventions in a school environment.

  • Emotional Intelligence as a Predisposition to Pursue the Teaching Profession

    Author: Anna Romanowska-Tołłoczko
    Institution: University School of Physical Education, Wrocław
    Author: Bianka Lewandowska
    Institution: University of Wrocław
    Year of publication: 2014
    Source: Show
    Pages: 166-175
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/201404/tner3812.pdf

    One of the significant predispositions of the teacher is the ability to cope with emotions, which is recognized as emotional intelligence. The study was conducted among the students of the Academy of Physical Education in Wroclaw (263 individuals). In a group of students some were selected who declared their intention to work as teachers (95 people); the remaining students were the control group. According to the collected data, emotional intelligence of most of the students is average, and the belief concerning the level of this competence is overestimated in many cases. This result is particularly unsatisfactory for those associating their future with the teaching profession, for they are expected to have better interpersonal skills.

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