EMOTIONAL INTELLIGENCE AND SELFEFFICACY BELIEFS BETWEEN PRESERVICE AND IN-SERVICE TEACHERS

Sadia Shuakat


DOI: http://dx.doi.org/10.22555/pbr.v18i4.1119

Abstract


This study assessed the emotional intelligence and selfefficacy
beliefs of in-service and pre-service teachers. It was
hypothesized that gender effects self-efficacy and emotional
intelligence among in-service and pre-service teachers. The sample consisted of 372 participants from two public universities and four public schools. Data were collected by using the Assessing Emotions Scale (Schutte, Malouff & Bhullar, 2009) and the Teacher Self-Efficacy Scale (Woolfolk & Hoy, 1990). Reliability for AES and TSES was found to be .87 and .72 respectively. Data were analyzed using a t test of independent samples and a one-way- Analysis of variance (ANOVA).
Results showed that significant differences were found on four
subscales of emotional intelligence and two subscales of teacher selfefficacy with demographic variables (qualification, teaching status, teaching experience). Future research implications are proposed to revive curricula to strengthen teacher education programs that incorporate the theories of emotional intelligence and teacher selfefficacy beliefs.

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