ERIC Number: EJ1024346
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 61
Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment
Chesnut, Steven R.; Cullen, Theresa A.
Teacher Educator, v49 n2 p116-132 2014
This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment.
Descriptors: Teacher Education, Self Efficacy, Work Environment, Emotional Intelligence, Preservice Teachers, Correlation, Regression (Statistics), Classroom Techniques, Teaching Methods, Learner Engagement, Student Attitudes, Teacher Persistence, Motivation, Expectation, Online Surveys, Student Surveys, Demography, Likert Scales, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A