Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment

Autor/inn/en	Chesnut, Steven R.; Cullen, Theresa A.
Titel	Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment
Quelle	In: Teacher Educator, 49 (2014) 2, S.116-132 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2014.887168
Schlagwörter	Teacher Education; Self Efficacy; Work Environment; Emotional Intelligence; Preservice Teachers; Correlation; Regression (Statistics); Classroom Techniques; Teaching Methods; Learner Engagement; Student Attitudes; Teacher Persistence; Motivation; Expectation; Online Surveys; Student Surveys; Demography; Likert Scales; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Self-efficacy; Selbstwirksamkeit; Arbeitsmilieu; Emotionale Intelligenz; Korrelation; Regression; Regressionsanalyse; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; psychologische; Motivation (psychologisch); Expectancy; Erwartung; Schülerbefragung; Demografie; Likert-Skala
Abstract	This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10