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ERIC Number: EJ1255093
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0749-4025
EISSN: N/A
The Role of Physical Education (PE) Teachers' Emotional Intelligence in Their Interpersonal Behaviors with Their Students
Petsos, Kyriakos; Gorozidis, Georgios S.
Journal of Classroom Interaction, v55 n1 p26-39 2020
The aim of the present study was to investigate the associations between the four dimensions of teachers' ability model of emotional intelligence (EI) and the eight sectors of teacher-student (T-S) interaction from the teacher interpersonal behavior model, in the Greek educational context. Participants were 36 Physical Education (PE) teachers and 683 high school students who responded voluntarily in questionnaires with good psychometric properties. Correlation analyses revealed that only self-emotional appraisal ability dimension of EI correlated significantly with T-S interaction sectors (i.e. positively with helpful/friendly, understanding; negatively with dissatisfied, admonishing and strict). In addition, regression analyses suggested that self-emotional appraisal can positively predict helpful/friendly, understanding, and negatively dissatisfied, admonishing and strict. Results show that teachers' ability to understand and communicate naturally their emotions is of great significance for quality teacher-student interactions, suggesting that fostering this EI quality should be the focus of policy makers aiming to optimize teacher-student interaction and to promote teaching effectiveness.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A