Emotional Self-Efficacy among a Sample of Faculty Members and Its Relation to Gender (Male/Female), Experience, Qualification, and Specialization

Autor/in	Abdel-Hadi, Samer A.
Titel	Emotional Self-Efficacy among a Sample of Faculty Members and Its Relation to Gender (Male/Female), Experience, Qualification, and Specialization
Quelle	In: International Education Studies, 10 (2017) 1, S.211-224 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Self Efficacy; College Faculty; Gender Differences; Emotional Response; Teaching Experience; Teacher Qualifications; Specialization; Semitic Languages; Statistical Analysis; Teacher Surveys; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Fakultät; Geschlechterkonflikt; Emotionales Verhalten; Lehrqualifikation; Arbeitsteilige Spezialisierung; Arabisch; Hebräisch; Statistische Analyse
Abstract	The present study aimed to identify the level of emotional self-efficacy among a sample of faculty members who speak Arabic at the Abu Dhabi University. The study sample consisted of 99 faculty members Ph.D. and master's holders from scientific, social and education and management and humanities disciplines in University branches: Abu Dhabi and AlAin. The Arabian version of the emotional self-efficacy scale standardized on the Emirati environment was applied which consists of 27 items distributed on four aspects: using and managing your own emotions, identifying and understanding your own emotions, dealing with emotions in others and perceiving emotions through facial expressions and body language. To detect the level of emotional self-efficacy the researcher calculated the arithmetic means, and deviations from the faculty member's performance on the four scale aspects and the scale as a whole, the results showed a high level of emotional self-efficacy with faculty members who speak Arabic at the Abu Dhabi University. The study also found that there were no statistically significant differences at the level (0.05) or less between faculty members due to the variables gender (male/female), qualification, specialization, and years of experience. The researcher recommended the importance of academic community awareness of emotional self-efficacy and further studies on the subject of emotional self-efficacy in the light of other variables such as self-regulation and self-awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01