Συναισθηματική νοημοσύνη εκπαιδευτικών: ο ρόλος της στο συναίσθημα και στην κινητοποίηση στην εργασία τους

Abstract

Studies about teachers’ emotional abilities at work are limited (Brackett et al., 2008), although they seem to play a significant role to their affect and motivation. The aim of the two presented studies was to investigate the correlations between teachers’ emotional intelligence and affect and motivation in work. In both studies participants completed the Wong Law Emotional Intelligence Scale (WLEIS·Wong & Law, 2002). In the first study, participants were 199 teachers, who additionally completed the following scales: Overall Job Satisfaction (Brayfield & Rothe, 1951), Maslach Burnout Inventory (Maslach & Jackson, 1986), State Anxiety Inventory (Spielberger, 1980) and Job Affect Scale (JAS· Brief, Burke, George, Robinson, & Webster, 1988). In the second study, participants were 98 teachers, who additionally completed the following scales: Ohio State teacher efficacy scale (OSTES· Tschannen-Moran & Woolfolk Hoy, 2001) and Teachers’ Achievement Goals in Work Questionnaire (Papaioannou, 2001). Results showed that teachers’ emotional intelligence was positively related to mastery goals orientation, self-efficacy, job satisfaction and positive affect and was negatively related to burnout, negative affect and job anxiety. Both studies attempt to develop a complete overview about teachers’ emotional intelligence contribution to their work.