THE INFLUENCE OF EMOTIONAL INTELLIGENCE IN PHYSICAL EDUCATION TEACHERS’ SELF-EFFICACY FOR THE INCLUSION OF STUDENTS WITH DISABILITIES

Authors

  • Eleni Voulgaraki Department of Sports Organization & Management, Faculty of Human Movement and Quality of Life Science, University of Peloponnese, Greece
  • Stylianos Kaprinis Department of Sports Organization & Management, Faculty of Human Movement and Quality of Life Science, University of Peloponnese, Greece
  • Panagiota Antonopoulou Department of Sports Organization & Management, Faculty of Human Movement and Quality of Life Science, University of Peloponnese, Greece

DOI:

https://doi.org/10.46827/ejse.v9i1.4650

Keywords:

emotional intelligence, self-efficacy, inclusion, physical educators

Abstract

The inclusion of students with disabilities in the modern educational process is a necessity for removing barriers to participation, obviating social inequalities and reducing social exclusion. In the direction of equal opportunities, empowerment and social inclusion, the emotional intelligence and emotional literacy of teachers plays a decisive factor. The study investigated the relationship between physical education teachers' emotional intelligence and their self-efficacy, regarding the inclusion of students with physical, sensory and intellectual disabilities. One hundred and fifty physical education (PE) teachers participated in the study. The Wong and Law Emotional Intelligence Scale (WLEIS) was used to measure emotional intelligence and the Self-Efficacy Instrument for Physical Education Teachers Majors Toward Inclusion (SE-PETE) for the evaluation of self-effectiveness. The results showed that demographic factors such as gender, age, level of education, level of schooling employed and years of teaching experience greatly influence the emotional intelligence levels of physical education teachers. Regarding self-efficacy beliefs, no statistically significant differences were observed in terms of gender, age, level of education, level of schooling employed, in contrast to education in adapted physical education which seems to influence self-efficacy. Spearman’s Coefficient Correlation showed that emotionally intelligent teachers show increased self-efficacy, since they create appropriate learning conditions, and act supportive and encouraging, while adapting teaching to the needs of their students. The multiple regression analysis showed that the self-emotional appraisal, the emotional appraisal of students, and the ability to use and regulate teachers’ emotions have a significant predictive value for high self-efficacy in inclusive practices.

 

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Author Biographies

  • Eleni Voulgaraki, Department of Sports Organization & Management, Faculty of Human Movement and Quality of Life Science, University of Peloponnese, Greece

    Voulgaraki Eleni (MSc), is researcher and educator in primary education. She 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 and special education.

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

    Stylianos Kaprinis (PhD), is a tenured member of the specialized teaching staff in the Department of Sports Organization and Management, Faculty of Human Movement and Quality of Life, University of Peloponnese. His research interests include school physical education planning and teaching students with disabilities, school and social inclusion, and disability awareness programs. Moreover, his research area includes the evaluation of interventions in adapted physical activity.

  • Panagiota Antonopoulou, Department of Sports Organization & Management, Faculty of Human Movement and Quality of Life Science, University of Peloponnese, Greece

    Antonopoulou Panagiota is an Associate Professor in the Department of Sports Organization and Management, Faculty of Human Movement and Quality of Life Sciences, University of Peloponnese, Sparta, Greece.

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Published

2023-01-29

Issue

Vol. 9 No. 1 (2023)

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