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ERIC Number: ED513754
Record Type: Non-Journal
Publication Date: 2009
Pages: 97
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-8855-2
ISSN: 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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A