THE ROLE OF SPECIAL EDUCATORS’ EMOTIONAL INTELLIGENCE IN SELF-EFFICACY AND SOCIAL INCLUSION OF STUDENTS WITH DISABILITY

Authors

  • Konstantina Katsora Department of Sports Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece
  • Stylianos Kaprinis Department of Sports Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece
  • Athanasios Strigas Department of Sports Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece

DOI:

https://doi.org/10.46827/ejse.v8i1.4157

Keywords:

educators’ emotional intelligence, self-efficacy, special education

Abstract

The present study explores the correlation between the special educator’s emotional literacy/ emotional intelligence and their self-efficacy regarding the empowerment and social inclusion of students with disability. The study examines a main sample of 114 special educators working in the Greek education system. The main research hypothesis is centered around the interrelationship between the two key notions while incorporating copious variables such as age, gender, education and teaching experience to thoroughly examine all aspects. The academic tools utilized within this research include the Schutte (1999) Self-Report Emotional Intelligence Test and the Teaching Students with Disabilities Efficacy Scale-TSDES (Dawson and Scott, 2013). The SPSS statistical package has been used to process the data regarding the descriptive and inductive statistical procedures that have been applied. In the end, it appears that emotional intelligence and the sense of self-efficacy of the special education teachers are inextricably linked as the increase in Emotional Intelligence also implies an increase in Self-Efficacy. In addition, with regard to the relations among the variables, it is noted that education is directly related to the level of Emotional Intelligence as PhD holders performed higher than holders of a Master's or Bachelor’s degree. With regard to the participants’ years of Experience, participants with 6-10 years of service had statistically significant superiority over other groups in terms of Emotional Intelligence. Overall, no statistically significant differences between the genders were found with the exception of the Professionalism and Instruction indicators in Self-Efficacy.

 

Article visualizations:

Hit counter

Author Biographies

  • Konstantina Katsora, Department of Sports Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece

    Konstantina Katsora, is a graduate of English Language and Literature and has completed her studies as a Master of Science in Sport Management and Organization of Sport Activities for People with Disabilities. Her research interests focus on the study of people with disabilities in sports, special education and linguistics. 

  • Stylianos Kaprinis, Department of Sports Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece

    Stylianos Kaprinis (PhD) is a specialized educational staff, at the University of Peloponnese, Faculty of Human Movement and Quality of Life, Department of Sports Management. His research interests include sport psychology, school physical education planning and teaching students with disabilities. Moreover, his research area includes the evaluation of interventions in adapted physical activity and Sport Pedagogy.

  • Athanasios Strigas, Department of Sports Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece

    Athanasios Strigas Athanassios (Ethan) Strigas, PhD, MBA, is a Professor at the University of Peloponnese - Greece, Faculty of Human Movement and Quality of Life in the Department of Sport Management. He taught sport management university courses in the U.S for several years. His research interests focus on sport volunteerism (volunteer motives and volunteer programs’ legacy), sport leadership (women in leadership positions in sport), sport ethics & integrity (the use of AI in detecting game manipulation), and management of sport activities for people with disabilities. His research work on sport volunteerism has received international recognition. Currently, he serves as the Coordinator of Educational Programs for the National Platform of Sport Integrity (E.P.ATHL.A) within the Greek Ministry of Sports. 

References

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84 (2), 191.

Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Toronto, Canada: Multi-Health Systems, Inc.

Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQ-i). In R. Bar-On and J. D. A. Parker (Eds.), Handbook of emotional intelligence. San Francisco: Jossey-Bass.

Bar-On, R. (2006). The Bar-On Model of Emotional-Social Intelligence. Psicothema. 18 Suppl. 13-25.

Bar-On, R., Maree, J. G., & Elias, M. J. (Eds.). (2007). Educating people to be emotionally intelligent. Praeger Publishers/Greenwood Publishing Group.

Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: A comparison of self-report and performance measures of Emotional Intelligence. Journal of Personality and Social Psychology, 91(4), 780–795.

Berkman L. F., Glass T., Brissette I., Seeman T. E. (2000). From social integration to health: Durkheim in the new millennium. Social Science and Medicine. 2000 Sep; 51 (6):843-57. doi: 10.1016/s0277-9536(00)00065-4.

Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of vocational behavior, 60 (1), 17-39.

Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences 36(8), 1781-1795.

Chan, D. W. (2008). Dimensions of Teacher Self-efficacy among Chinese Secondary School Teachers in Hong Kong. Educational Psychology, 28(2), 181-194

Corcoran, R. P., & Tormey, R. (2013). Does emotional intelligence predict student teachers' performance? Teaching and Teacher Education, 35, 34–42. https://doi.org/10.1016/j.tate.2013.04.008

Dawson Η. & Scott L. R. (2013). Teaching Students with Disabilities Efficacy Scale: Development and Validation, Inclusion, Vol. 1, No. 3, 181–196

Diamantopoulou, Γ., Gouridou, Ε., & Platsidou, Μ. (2015). Emotional Intelligence Skills of the “Good Teacher”: Comparing the Evaluations of Teachers, Students and Parents. In Poster presented at the International Convention of Psychological Science. Amsterdam.

De Jong, T. (2005). A framework of principles and best practice for managing student behaviour in the Australian educational context. School Psychology International, 26(3); 353–370

Di Fabio, A., & Palazzeschi, L. (2008). Emotional intelligence and self-efficacy in a sample of Italian high school teachers. Social Behavior and Personality: An international journal, 36(3), 315-326.

Eminoğlu Küçüktepe, S., Akbağ, M., & Eminoğlu Özmercan E. (2017). An Investigation Regarding the Preservice Teachers’ Emotional Literacy Levels and Self-Efficacy Beliefs, Journal of Education and Learning; Vol. 6, No. 4, doi:10.5539/jel.v6n4p267

Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers emotional intelligence in their success. ELT Journal, 64(4), 424-435.

Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, p19-35.

Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.

Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.

Goleman, D. (1998). Working with emotional intelligence. New York, NY: Bantam

Goleman, D. (2012). Emotional intelligence: Why it can matter more than IQ. Bantam.

Groundwater-Smith, S. (2005). Through the keyhole into the staffroom: Practitioner inquiry into School. AHIGS Conference. Shore School.

Gunter, L., Caldarella, P., Korth, B. & Young, K. R. (2012). Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K. Early Childhood Education Journal, 40, 151–159.

Gürol, A., Özercan, M. G., Yalçin, H. (2010). A comparative analysis of pre-service teachers’ perceptions of self-efficacy and emotional intelligence. Procedia Social and Behavioral Sciences 2, 3246 – 3251

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237

Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: a study of Turkish EFL preservice teachers. Teacher Development: An international journal of teachers' professional development, 15:4, 471 – 484.

Küçüktepe, S. E., Akbag, M., & Özmercan, E. E. (2017). An Investigation Regarding the Preservice Teachers' Emotional Literacy Levels and Self-Efficacy Beliefs. Journal of Education and Learning, 6(4), 267-275.

Matthews, G., Emo, A. K., Roberts, R. D., & Zeidner, M. (2006). What Is This Thing Called Emotional Intelligence? In K. R. Murphy (Ed.), A critique of emotional intelligence: What are the problems and how can they be fixed? (pp. 3–36). Lawrence Erlbaum Associates Publishers.

Mayer, J. D. (2002). MSCEIT: Mayer-Salovey-Caruso emotional intelligence test. Toronto, Canada: Multi-Health Systems.

Mayer, J. D., Caruso, D., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267–298. doi.org/10.1016/S0160-2896(99)00016-1

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–34). Basic Books.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503–517. https://doi.org/10.1037/0003-066X.63.6.503

Nikoopour, J., Farsani, M. A., Tajbakhsh, M., & Sadat Kiyaie, S. H. (2012). The Relationship between Trait Emotional Intelligence and Self-efficacy among Iranian EFL Teachers. Journal of Language Teaching & Research, 3(6).

Penrose, A., Perry, C., & Bell, I. (2007). Emotional intelligence and teacher self-efficacy: The contribution of teacher status and length of experience, in Issues in Educational Research, 17(1): 107-126.

Platsidou, Μ., & Mastorodimou, Ε. (2009). Emotional and moral dimensions of students’ perceptions of the “excellent teacher”. 12th International Conference on Inclusive Education in the Balkan Countries: Policy and Practice. Ohrid.

Poulou V. (2017). An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties, International Journal of School & Educational Psychology, 5:2, 126-136, DOI: 10.1080/21683603.2016.1203851

Perry, C., & Ball, I. (2008). Identifying the underlying dimensions of teachers' emotional intelligence. Problems of education in the 21st Century. Peculiarities of contemporary education, 7, 89-98.

Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37, 700 -707.

Roffey, S. (2008). Emotional literacy and the ecology of school wellbeing. Educational and Child Psychology, 25(2), 29-39.

Sabina Valente, Augusta Veiga-Branco, Hugo Rebello, Abílio Afonso Lourenco, Ana Maria Cristóvão (2020). The Relationship between Emotional Intelligence Ability and Teacher Efficacy. Universal Journal of Educational Research, 8(3), 916 - 923. DOI: 10.13189/ujer.2020.080324.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences, 25(2), 167-177

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.

Valente, Augusta Veiga-Branco, Hugo Rebelo, Abílio Afonso Lourenço, Ana Maria Cristóvão (2020). The Relationship between Emotional Intelligence Ability and Teacher Efficacy. Universal Journal of Educational Research, 8(3), 916 - 923. DOI: 10.13189/ujer.2020.080324

White A., Kerim M, 2001 The social and cultural impact of Short-Term Study-Abroad Strategies, 3rd edn. Chicago, IL, USA, pp 3430-3457

Yin, H. B., Lee, J. C. K., Jin, Y. L., & Zhang, Z. H. (2013). The effect of trust on teacher empowerment: the mediation of teacher efficacy. Educational Studies, 39(1), 13-28.

Downloads

Published

2022-02-07

Issue

Vol. 8 No. 1 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).