Teachers’ emotional experience and its relationships with emotional intelligence and efficacy beliefs
DOI:
https://doi.org/10.18675/1981-8106.v.36.n.71.s19069Keywords:
Emotional competence. Socioemotional skills. Self-efficacy.Abstract
Teachers face emotional challenges throughout the school year, and their ability to manage these demands can impact both their well-being and professional effectiveness. This study investigated the relationship between emotional intelligence, self-efficacy beliefs, and the emotional experience of public school teachers. A total of 51 teachers participated, responding to the Emotional Competence Inventory, the Teacher Sense of Efficacy Scale, and an emotional experience measure based on the circumplex model of affect. Correlational analyses indicated positive associations between emotional intelligence and self-efficacy, as well as between self-efficacy and emotional experience throughout the school year. Mediation models suggest that personal efficacy beliefs play an intermediary role in the relationship between emotional intelligence and teachers' emotional experience. The findings are discussed in terms of their implications for teacher training, highlighting the importance of interventions that foster socioemotional skills to enhance teachers' well-being and emotional resilience.
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