Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
Main Article Content
Abstract
Research indicates that personal resources, such as emotional intelligence, play an important role in a teacher’s job performance. However, the relationship between emotional intelligence and classroom management/discipline efficacy has been much less studied. Thus, the main objective of this study was to analyze how teachers’ emotional intelligence influences their classroom management and discipline efficacy. A total of 772 teachers from Portuguese schools participated, completing measures of emotional intelligence and efficacy for classroom management and discipline. The results indicated, through the statistical technique of structural equation modeling, a positive association between teachers’ emotional intelligence and their efficacy for classroom management y discipline. Concluding on the need to implement a study plan that includes emotional intelligence in the initial and continuing teachers’ training.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
La RACC aplicará la licencia internacional de atribuciones comunes creativas (Reconocimiento 4.0 Internacional: https://creativecommons.org/licenses/by/4.0/).
Bajo esta licencia, se permite cualquier explotación de la obra, incluyendo la explotación con fines comerciales y la creación de obras derivadas, la distribución de las cuales también está permitida sin ninguna restricción. Esta licencia es una licencia libre según la Freedom Defined. La única condición es que siempre y en todos los casos se cite a los autores y a la fuente original de publicación (i.e., RACC). Esta licencia fue desarrollada para facilitar el acceso abierto, gratuito y libre a trabajos originales científicos y artísticos.
How to Cite
References
Agbaria, Q. (2021). Classroom management skills among kindergarten teachers as related to emotional intelligence and self-efficacy. International Journal of Instruction, 14(1), 1019-1034. https://doi.org/10.29333/iji.2021.14160a
Amado, J. S. (2001). Interação pedagógica e indisciplina na aula. Edições Asa.
Arbuckle, J. L. (2013). IBM® SPSS® AmosTM 22 user´s guide. Amos Development Corporation.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. http://dx.doi.org/10.1037/0033-295X.84.2.191
Bear, G. G. (2015). Preventive and classroom-based strategies. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (pp. 15-39). Routledge.
Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417. https://doi.org/10.1002/pits.20478
Bulut, I., & Topdemir, S. (2018). The Math teachers’ self-efficacy beliefs about classroom management (a case study of elementary schools in Diyarbakir). European Journal of Educational Research, 7(3), 639-652. https://doi.org/10.12973/eu-jer.7.3.639
Byrne, B. M. (2010). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming. Lawrence Erlbaum.
Castañeda, M., & Villalta, M. A. (2017). Gestión del aula y formación inicial de profesores: un estudio de Revisión. Perspectiva educacional, 56(2), 4-27. https://doi.org/10.4151/07189729-Vol.56-Iss.2-Art.484
Egeberg, H., McConney, A., & Price, A. (2021). Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools. Educational Research for Policy and Practice, 20(2), 107-124 https://doi.org/10.1007/s10671-020-09270-w
Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. https://doi.org/10.1177/0013164491513027
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). Lawrence Erlbaum Associates.
Finney, S., & DiStefano, C. (2013). Non-normal and categorical data in structural equation models. In G. Hancock and R. Mueller (Eds.), A second course in structural equation modeling (pp. 439-492). Information Age.
Gill, G. S., & Sankulkar, S. (2017). An exploration of emotional intelligence in teaching: comparison between practitioners from the United Kingdom & India. Journal of Psychology & Clinical Psychiatry,7(2), artículo 00430. https://doi.org/10.15406/jpcpy.2017.07.00430
Hair, J. F., Babin, B. J., Anderson, R. E., & Black, W. C. (2019). Multivariate Data Analysis (8th ed.). Pearson Prentice.
Hoelter, J. W. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods and Research, 11(3), 325-344. https://doi.org/10.1177/0049124183011003003
Hu, L.-T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Littleton, A. (2021). Emotion regulation strategies of kindergarten ESL teachers in Japan: An interview-based survey. The Language Learning Journal, 49(2), 203-218. https://doi.org/10.1080/09571736.2018.1542020
Lopes, J., & Oliveira, C. (2017). Classroom discipline: theory and practice. In J. P. Bakken (Ed.), Classrooms: Academic content and behavior strategy instruction for students with and without disabilities (Vol. 2, pp. 231-253). Nova Science Publishers.
Maamari, B. E., & Majdalani, J. F. (2019). The effect of highly emotionally intelligent teachers on their students’ satisfaction. International Journal of Educational Management, 33(1), 179-193. https://doi.org/10.1108/IJEM-11-2017-0338
Madhukar, G. (2021). A Study on emotional intelligence of school teachers in Secunderabad. International Journal of Current Research and Review, 13(21), 147-151. https://doi.org/10.31782/IJCRR.2021.132125
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. Association for Supervision and Curriculum Development. https://www.perlego.com/book/3292547/classroom-management-that-works-researchbased-strategies-for-every-teacher-pdf
Mayer, J. D., & Salovey, P. (1997). What is Emotional Intelligence? In P. Salovey & J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp.3-31). Basic Books.
Mérida-López, S., & Extremera, N. (2022). Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers. Anxiety, Stress, & Coping, 35(3), 365-378. https://doi.org/10.1080/10615806.2021.1948020
Mérida-López, S., Sánchez-Álvarez, N., & Extremera, N. (2022). Retención docente a través de la teoría de demandas y recursos laborales. Educación XX1, 25(2), 151-171. https://doi.org/10.5944/educxx1.31901
Mora, F. (2021). Neuroeducación: Solo se puede aprender aquello que se ama (3ra ed.). Alianza editorial.
Mota, A. I., Lopes, J., & Oliveira, C. (2021). Burnout in Portuguese teachers: A systematic review. European Journal of Educational Research, 10(2), 693-703. https://doi.org/10.12973/eu-jer.10.2.693
Moura, O., & Costa, C. (2016). Teacher interpersonal self-efficacy scale: estudo de adaptação e validação da versão Portuguesa. Análise Psicológica, 34(1), 87-99. https://doi.org/10.14417/ap.1070
Nagaraj, D., & Ramesh, N. (2020). Emotional intelligence among schoolteachers in rural Karnataka: A cross-sectional study. Journal of the Scientific Society, 47(2), 89-92. https://doi.org/10.4103/jss.JSS_22_20
Noreen, S., & Kazim, B. (2021). Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. Journal of Educational Psychology and Pedagogical Sciences, 1(1),17-37. https://jepps.su.edu.pk/uploads/journals/2021-JEPPS,_1(1),_17-37.pdf
Pishghadam, R, Derakhshan, A., Zhaleh, K., & Habeb Al-Obaydi, L. (2023). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology, 42(5), 4065-4079. https://doi.org/10.1007/s12144-021-01738-z
PORDATA (2022). Base de Dados Portugal Contemporâneo. Docentes do sexo feminino em % dos docentes em exercício nos ensinos pré-escolar, básico e secundário: total e por nível de ensino. Fundação Francisco Manuel dos Santos.
Scherzinger, M., & Wettstein, A. (2019). Classroom disruptions, the teacher-student relationship and classroom management from the perspective of teachers, students and external observers: a multi-method approach. Learning Environments Research, 22(1), 101-116. https://doi.org/10.1007/s10984-018-9269-x
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Savina, E., Fulton, C., & Beaton, C. (2021). Training teachers in emotional intelligence: A transactional model for elementary education. Routledge. https://doi.org/10.4324/9781003219774-1
Sousa, R. L. V. (2011). Inteligência emocional dos professores e vulnerabilidade ao stress em contexto escolar [dissertação de mestrado, Universidade da Madeira]. http://hdl.handle.net/10400.13/443
Subramanyam, K. (2021). Emotional intelligence among prospective teachers. Global Journal for Research Analysis, 10(4), 61-63. https://doi.org/10.36106/GJRA/5108476
Tok, T. N., Tok, S., & Dolapcioglu, S. D. (2013). The relationship between emotional intelligence and classroom management approaches of primary school teachers. Educational Research, 4(2), 134-142. https://www.interesjournals.org/articles/the-relationship-between-emotional-intelligence-and-classroom-management-approaches-of-primary-school-teachers.pdf
Valente, S. (2019). Influência da inteligência emocional na gestão de conflito na relação professor-aluno(s). Revista de Estudos e Investigación en Psicoloxía en Educación, 6(2), 101-113. https://doi.org/10.17979/reipe.2019.6.2.5786
Valente, S., & Lourenço, A. A. (2020). Conflict in the classroom: how teachers’ emotional intelligence influences conflict management. Frontiers in Education, 5, artículo 5. https://doi.org/10.3389/feduc.2020.00005
Valente, S., Lourenço, A. A., Alves, P., & Dominguez-Lara, S. (2020). The role of teacher’s emotional intelligence for efficacy and classroom management. Revista CES Psicología, 13(2), 18-31. http://dx.doi.org/10.21615/cesp.13.2.2
Valente, S. N., Lourenço, A. A., & Dominguez-Lara, S. (2023). Emotional skills and interpersonal conflict: Testing the role of teachers’ emotional intelligence. In A. M. Columbus (Ed.), Advances in Psychology Research. Volume 150 (pp. 171–187). Nova Science Publishers.
Valente, S. N., Lourenço, A. A., Dominguez-Lara, S., Mohorić, T., & Takšić, V. (2023). Psychometric properties of the emotional skills and competence questionnaire for teachers. International Journal of Instruction, 16(4), 55-70. https://doi.org/10.29333/iji.2023.1644a
Wang, L. (2022). Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: a moderated mediation model. Frontiers in Psychology, 12, artículo 810559. https://doi.org/10.3389/fpsyg.2021.810559
World Medical Association (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-2194. https://doi.org/10.1001/jama.2013.281053
Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R., & Lian, R. (2019). Teachers’ emotional intelligence and self-efficacy: mediating role of teaching performance. Social Behavior and Personality: An International Journal, 47(3), 1-10. https://doi.org/10.2224/sbp.7869
Yin, H., Lee, J. C. K., Zhang, Z., & Jin, Y. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137-145. https://doi.org/10.1016/j.tate.2013.06.006