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Emotional intelligence and teacher self efficacy : the contribution of teacher status and length of experience

Penrose, Andrea, Perry, Chris and Ball, Ian 2007, Emotional intelligence and teacher self efficacy : the contribution of teacher status and length of experience, Issues in educational research, vol. 17, no. 1, pp. 107-126.

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Title Emotional intelligence and teacher self efficacy : the contribution of teacher status and length of experience
Author(s) Penrose, Andrea
Perry, Chris
Ball, Ian
Journal name Issues in educational research
Volume number 17
Issue number 1
Start page 107
End page 126
Publisher Western Australian Institute for Educational Research Inc
Place of publication Perth, W.A.
Publication date 2007-04
ISSN 0313-7155
1837-6290
Keyword(s) emotional intelligence
teacher self efficacy
teacher effectiveness.
Summary Practicing teachers and principals in selected Government schools in Victoria provided data on their levels of emotional intelligence and teacher efficacy beliefs. The data supported the theoretical expectation of a linkage between emotional intelligence and teacher self efficacy. Regression analyses showed that neither gender nor age moderated this relationship. However length of teaching experience and current status add significant direct effects on predicting teacher self efficacy but did not moderate the relationship between emotional intelligence and teacher self efficacy. These findings are significant as this now demonstrates a relationship between levels of emotional intelligence in teachers, their self efficacy beliefs and teacher effectiveness.
Language eng
Field of Research 130309 Learning Sciences
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007358

Document type: Journal Article
Collection: School of Education
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