ERIC Number: ED513754
Record Type: Non-Journal
Publication Date: 2009
Pages: 97
Abstractor: As Provided
ISBN: ISBN-978-1-1095-8855-2
ISSN: N/A
EISSN: N/A
Emotional Intelligence and Beliefs about Children, Discipline and Classroom Practices among Pre-Service Teachers
Flanagan, Maryclare E.
ProQuest LLC, Psy.D. Dissertation, Pace University
This research sought to explore how emotional intelligence (EI) shapes the beliefs of pre-service teachers with respect to issues such as classroom management and student behavior. 101 pre-service teachers were recruited from undergraduate and graduate education courses at a private, mid-sized university. The Emotional Quotient Inventory (EQ-i), which assesses emotional intelligence, the Teacher Belief Q-sort (TBQ), which assesses beliefs about children, classroom practices and classroom management, and a Self Report measure, which assesses the use of self assessment techniques, were administered. EI had a medium effect size on age (r = 0.35, p less than 0.01) suggesting that as age increases, so does Emotional Intelligence. Scores on the TBQ showed no relationship to age or level of education and scores on the EQ-i or TBQ were not related to gender. A series of correlations and partial correlations revealed some relationships between EI and Teachers' Beliefs. The results showed a consistent specific relationship between all scales of EI and a preference for a classroom that was less teacher-directed. There was variability in the relationships between EI and other Teachers' Beliefs, such that when response bias was controlled for, the results showed that several correlations were largely a function of social desirability rather than a relationship between constructs. There were some relationships between EI and teachers beliefs but little correspondence between teachers' beliefs and self-assessment practices and also between EI and self-assessment practices. Recommendations for teacher training programs, implications for future research and a discussion regarding the application of this study for school-clinical child psychology are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Classroom Techniques, Emotional Intelligence, Graduate Study, Student Behavior, Self Evaluation (Individuals), Social Desirability, Child Psychology, Student Teacher Attitudes, Undergraduate Study, Effect Size, Age Differences, Scores, Gender Differences, Educational Attainment, Correlation, Discipline
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A