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ERIC Number: ED499558
Record Type: Non-Journal
Publication Date: 2006-Dec
Pages: 102
Abstractor: Author
The Relationship between Emotional Intelligence and Student Teacher Performance
Drew, Todd L.
Online Submission
The purpose of this mixed methods study (N = 40) was to determine whether Student Teacher Performance (STP), as measured by a behavior-based performance evaluation process, is associated with Emotional Intelligence (EI), as measured by a personality assessment instrument. The study is an important contribution to the literature in that it appears to be the first study to explore the possibility an EI assessment instrument can predict STP. The results indicate that EI, as assessed by the BarOn EQ-i, and College Supervisors' assessments of STP are related. However, data collected from the Cooperating Teacher and Student Teacher perspectives did not reveal any statistically significant relationship for any EQ/STP variable pair studied. While total Emotional Quotient (EQ) scores and scores for the Intrapersonal, Interpersonal, and General Mood Scales had a statistically significant association with two or more individual aspects of STP, the Stress Management and Adaptability Scale scores did not have any statistically significant relationships with total or any aspect of STP. The four participants in the study who had the most anomalous EQ/STP combinations were contacted to participate in interviews. Two individuals agreed, and these interviews revealed the complexity surrounding assessment of STP, and four themes which fall within the following analogous EQ-i Subscales: Assertiveness, Interpersonal Relationships, Social Responsibility, and Flexibility. Finally, implications for those involved in the selection and preparation of teacher candidates are described. Includes 9 appendices. (Contains 5 tables.) [ED.D. Dissertation, University of Nebraska.]
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A