The Role of Teachers' Emotional Intelligence and Social Competences with Special Educational Needs Students

Autor/inn/en	Skura, Monika; Swiderska, Joanna
Titel	The Role of Teachers' Emotional Intelligence and Social Competences with Special Educational Needs Students
Quelle	In: European Journal of Special Needs Education, 37 (2022) 3, S.401-416 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skura, Monika) ORCID (Swiderska, Joanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1885177
Schlagwörter	Foreign Countries; Elementary School Teachers; Special Needs Students; Emotional Intelligence; Interpersonal Competence; Intellectual Disability; Chronic Illness; Mental Disorders; Autism; Pervasive Developmental Disorders; Physical Disabilities; Hearing Impairments; Visual Impairments; Teacher Attitudes; Barriers; Poland + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Emotionale Intelligenz; Interpersonale Kompetenz; Intellect; Disability; Disabilities; Verstand; Behinderung; Chronic disease; Chronische Krankheit; Mental illness; Geisteskrankheit; Autismus; Physical handicap; Körperbehinderung; Hearing impairment; Hörbehinderung; Visual handicap; Sehbehinderung; Lehrerverhalten; Polen
Abstract	There is a lack of research on the relationship between emotional intelligence and social competences, and the difficulties experienced by teachers in the process of educating students, especially those with special educational needs, which is why the aim of this research was to discover if the difficulties experienced by teachers in working with students with different types of special educational needs are related to the differences in the respondents' level of emotional intelligence as well as social competences. The study sample consisted of 225 teachers from Polish schools. Data sources included the Two-dimension Emotional Intelligence Inventory and the Social Competences Questionnaire. Results showed differences in emotional intelligence and social competences only in the case of working with children with moderate and severe intellectual disability and chronic illness and mental illnesses. The findings suggested that the difficulties declared by teachers working with certain types of special educational needs students may be related to their level of emotional intelligence or social competences. These novel findings suggest the need for equipping teachers with highly developed soft skills that can be crucial at work, regardless of professional qualifications and workplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01