Corpus ID: 199157433

The Role of Teacher Emotional Intelligence in Determining Relationship Quality With Students

  title={The Role of Teacher Emotional Intelligence in Determining Relationship Quality With Students},
  author={M. O'Shea},
Factors Contributing to Low Teachers Competencies Score
Abstract: Competent teachers contribute to the students’ achievement significantly. Therefore, the government established a teacher professional development program with various activities. TheExpand


New paradigms for assessing emotional intelligence: theory and data.
It is concluded that new performance-based approaches to test development, such as the present ones, might be useful in distinguishing between test and construct effects. Expand
Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions
The study aimed to investigate how teachers’ perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher–student relationships. Teachers’ perceptions ofExpand
Zone of Proximal Development (ZPD) as an Emergent System: A Dynamic Systems Theory Perspective
A novel construal of one of the notions of Vygotskian cultural-historical theory, zone of proximal development (ZPD) drawing upon dynamic systems theory is presented, maintaining that ZDP is an emergent and dynamic system which is engendered by a dialectical concatenation of psychogenesic and sociogenesics facets of human development over time. Expand
Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences
It is concluded that teachers and peers constitute different sources of influence, and play independent roles in adolescents’ behavioral engagement. Expand
Emotional intelligence: A practical review of models, measures, and applications.
The concept of emotional intelligence (EQ) was introduced about 25 years ago, and over that time has evolved from a new scientific construct, to a popular fad, to a mainstay concept in leadership andExpand
Social Support and Attachment to Teachers
A growing number of researchers are examining how teacher–student relationships contribute to child and adolescent development. Much of this work is based on two distinct theoretical perspectives:Expand
Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues
Abstract The goal of this special issue is to examine relationships among context, student engagement, and adjustment. We begin by describing the reasons for the increased popularity of studentExpand
Teacher-student relationships and adolescent behavioral engagement and rule-breaking behavior: The moderating role of dopaminergic genes.
Adolescents who experienced stronger affiliation with their teachers were more engaged in school, whereas greater dissatisfaction predicted more rule-breaking behavior, and a significant gene-environment interaction was found for both genes examined. Expand
The Ability Model of Emotional Intelligence: Principles and Updates
This article presents seven principles that have guided our thinking about emotional intelligence, some of them new. We have reformulated our original ability model here guided by these principles,Expand
The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses
  • 2016