Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy

Research indicates that personal resources, such as emotional intelligence, play an important role in a teacher’s job performance. However, the relationship between emotional intelligence and classroom management/discipline efficacy has been much less studied. Thus, the main objective of this study...

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Autores principales: Valente, Sabina, A. Lourenço, Abílio, S. Almeida, Leandro, Sainz-Gómez, Marta, Amaro, Pedro
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba 2024
Materias:
emotional intelligence
efficacy
classroom management
teachers
inteligencia emocional
gestión del aula
eficacia docente
gestión de la disciplina
Acceso en línea:https://revistas.unc.edu.ar/index.php/racc/article/view/42311
Aporte de:
Revista Argentina de Ciencias del Comportamiento de Universidad Nacional de Córdoba
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record_format ojs
spelling I10-R363-article-423112024-09-04T18:28:18Z Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy La inteligencia emocional del docente como predictor de la gestión del aula y de la eficacia de la disciplina Valente, Sabina A. Lourenço, Abílio S. Almeida, Leandro Sainz-Gómez, Marta Amaro, Pedro emotional intelligence efficacy classroom management teachers inteligencia emocional gestión del aula eficacia docente gestión de la disciplina Research indicates that personal resources, such as emotional intelligence, play an important role in a teacher’s job performance. However, the relationship between emotional intelligence and classroom management/discipline efficacy has been much less studied. Thus, the main objective of this study was to analyze how teachers’ emotional intelligence influences their classroom management and discipline efficacy. A total of 772 teachers from Portuguese schools participated, completing measures of emotional intelligence and efficacy for classroom management and discipline. The results indicated, through the statistical technique of structural equation modeling, a positive association between teachers’ emotional intelligence and their efficacy for classroom management y discipline. Concluding on the need to implement a study plan that includes emotional intelligence in the initial and continuing teachers’ training. Las investigaciones indican que los recursos personales, como la inteligencia emocional, desarrolla un papel importante en el desempeño laboral de los docentes. Sin embargo, la relación entre la inteligencia emocional y la eficacia para la gestión del aula y manejo del comportamiento de los estudiantes en el aula ha sido poco estudiada. Así, el objetivo principal de este estudio fue analizar cómo la inteligencia emocional de los profesores influye en la eficacia percibida para la gestión del aula y la disciplina. Participaron 772 docentes de escuelas portuguesas, completando las medidas de inteligencia emocional y de eficacia para la gestión del aula y la disciplina. Los resultados indicaron, a través de la técnica estadística del modelo de ecuaciones estructurales, una asociación positiva entre la inteligencia emocional y la eficacia para la gestión del aula y la disciplina. Concluyendo en la necesidad de implantar un plan de estudios que incluya la inteligencia emocional en la formación inicial y continuada del profesorado. Universidad Nacional de Córdoba 2024-08-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/racc/article/view/42311 10.32348/1852.4206.v16.n3.42311 Argentinean Journal of Behavioral Sciences; Vol. 16 No. 3 (2024): Revista Argentina de Ciencias del Comportamiento; 96-106 Revista Argentina de Ciencias del Comportamiento; Vol. 16 Núm. 3 (2024): Revista Argentina de Ciencias del Comportamiento; 96-106 1852-4206 10.32348/1852.4206.v16.n3 spa https://revistas.unc.edu.ar/index.php/racc/article/view/42311/46502 Derechos de autor 2024 Sabina Valente, Abílio A. Lourenço, Leandro S. Almeida, Marta Sainz-Gómez, Pedro Amaro http://creativecommons.org/licenses/by/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-363
container_title_str Revista Argentina de Ciencias del Comportamiento
language Español
format Artículo revista
topic emotional intelligence
efficacy
classroom management
teachers
inteligencia emocional
gestión del aula
eficacia docente
gestión de la disciplina
spellingShingle emotional intelligence
efficacy
classroom management
teachers
inteligencia emocional
gestión del aula
eficacia docente
gestión de la disciplina
Valente, Sabina
A. Lourenço, Abílio
S. Almeida, Leandro
Sainz-Gómez, Marta
Amaro, Pedro
Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
topic_facet emotional intelligence
efficacy
classroom management
teachers
inteligencia emocional
gestión del aula
eficacia docente
gestión de la disciplina
author Valente, Sabina
A. Lourenço, Abílio
S. Almeida, Leandro
Sainz-Gómez, Marta
Amaro, Pedro
author_facet Valente, Sabina
A. Lourenço, Abílio
S. Almeida, Leandro
Sainz-Gómez, Marta
Amaro, Pedro
author_sort Valente, Sabina
title Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
title_short Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
title_full Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
title_fullStr Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
title_full_unstemmed Teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
title_sort teacher’s emotional intelligence as a predictor of classroom management and discipline efficacy
description Research indicates that personal resources, such as emotional intelligence, play an important role in a teacher’s job performance. However, the relationship between emotional intelligence and classroom management/discipline efficacy has been much less studied. Thus, the main objective of this study was to analyze how teachers’ emotional intelligence influences their classroom management and discipline efficacy. A total of 772 teachers from Portuguese schools participated, completing measures of emotional intelligence and efficacy for classroom management and discipline. The results indicated, through the statistical technique of structural equation modeling, a positive association between teachers’ emotional intelligence and their efficacy for classroom management y discipline. Concluding on the need to implement a study plan that includes emotional intelligence in the initial and continuing teachers’ training.
publisher Universidad Nacional de Córdoba
publishDate 2024
url https://revistas.unc.edu.ar/index.php/racc/article/view/42311
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first_indexed 2024-09-03T22:31:39Z
last_indexed 2025-02-05T22:15:00Z
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