Retaining Educators by Utilizing Emotional Intelligence

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Autor/inn/en	Madsen, Julie; Dalton, Rebecca; Pickett, Monica; Torres, Felicia A.
Titel	Retaining Educators by Utilizing Emotional Intelligence
Quelle	(2023), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7418-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Persistence; Emotional Intelligence; Empathy; Metacognition; Teacher Shortage; Stress Variables; Resilience (Psychology); Interpersonal Competence; Teacher Motivation; Correlation; Job Satisfaction; Preservice Teachers; Teacher Education Programs; Faculty Mobility; Teacher Attitudes; Instructional Leadership; Teacher Administrator Relationship; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Emotionale Intelligenz; Empathie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrermangel; Interpersonale Kompetenz; Korrelation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	There is a significant concern about teacher shortages. Teaching requires a lot of dedication. Without dedicated teachers, students' success might only be inspirational ideas. However, district and building-level leadership can help educators build resilience through Emotional Intelligence (EI). EI is defined by Goleman (2014) as "how well we manage ourselves and our relationships" (p.1). Compared to other professions, education is a high-stress environment. This paper will contain some reasons for teacher shortages and how EI can help retain teachers. When researching, the word 'resilience' comes from the Latin word 'resilio,' which means to bounce back or retaliate. The most effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence (Goleman, 2014). Goleman (2004) identifies the five domains of EI as self-awareness, self-regulation, empathy, social skills, and motivation. Self-awareness is the capability to understand your own emotions and their effects on one's work. Self-regulation is the capacity to control one's emotions and to think before one acts. Empathy is the skill of putting oneself in someone else's position. Empathy helps to see through the other person's viewpoint. Social skills are used to manage one's own emotions while motivating, coaching, inspiring and navigating conflicts as they arise to facilitate a copasetic environment. Daniel Goleman, who developed the concept of emotional intelligence in the mid-'90s, identified four elements that make up motivation: personal drive to enhance and achieve, commitment to goals, preparation to act on moment, as well as optimism and resilience. There are valid reasons to promote EI in schools, from preschool through high school. According to Goleman, bullying, disciplinary problems, violence, and drug abuse are reduced in schools with a high EI. According to Laura Wilcox (2022), director of management programs at Harvard Extension School, "Emotional intelligence is the ability to, say, understand your effect on others and manage yourself accordingly--accounts for nearly 90 percent of what moves people up the ladder when IQ and technical skills are roughly similar" (para. 5). The literature suggests there is a strong correlation between EI and employee job satisfaction. Me´rida-Lo´pez and Extremera (2020) conducted a study on 780 preservice teachers to determine if Emotional Intelligence (EI) affected their occupational commitment. Through these studies, a commonality was teachers leave the profession because they do not feel supported by their peers and their administration (Reitman and Karge, 2019). Additionally, Diaz-Camacho & Hoffman recognize, inadequate financial and emotional support, a historical problem prior to the health crisis of 2020, has further prompted a shift and left teachers unsure whether to sign another contract or leave the profession altogether (2021). Hence, there is a strong correlation between teacher retention and EI correlation represented from the literature. Students deserve the highest level of education and an environment in which they will learn effectively. Leadership must begin to support teachers and implement EI. The section below explains what needs to change to build resilience. To be a successful leader, you must be willing to improve yourself. The section below will also provide the guiding questions that led to the research project and the problem statement to be investigated. In addition, the section will include definitional terms used throughout the paper. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01