Emotional Intelligence as a Predictor of Teacher Engagement in Classroom

Autor/inn/en	Abiodullah, Muhammad; Dur-e-Sameen; Aslam, Muhammad
Titel	Emotional Intelligence as a Predictor of Teacher Engagement in Classroom
Quelle	In: Bulletin of Education and Research, 42 (2020) 1, S.127-140 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Emotional Intelligence; Predictor Variables; Secondary School Teachers; Teacher Student Relationship; Interpersonal Relationship; Emotional Response; Academic Achievement; Teacher Influence; Educational Environment; Foreign Countries; Teacher Behavior; Teacher Attitudes; Teacher Characteristics; Teacher Burnout; Classroom Techniques; Pakistan + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Teacher behaviour; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Klassenführung
Abstract	This study aimed at predicting the teacher engagement level in classroom through emotional intelligence in government secondary schools. Emotional intelligence helps to know emotions which are helping to spend life more easily and happily and such type of people are more satisfied than other people. This study was quantitative in nature and correlational research method was used. Three hundred twenty secondary school teachers were selected through stratified random sampling from five tehsils of Lahore, Pakistan. Data were collected from secondary school teachers by closed-ended questionnaire. Results of the study indicated that emotional intelligence level of the teachers was average and most of the teachers in secondary schools possessed average level emotional intelligence and they engaged students effectively in the classrooms. Perceptions of teachers how they engaged the students in classrooms and to what degree they were emotionally attached with students were identified. Teachers were asked about emotional engagement with school environment, colleagues, students, emotional level in student teacher interaction and impact of the teacher engagement on student achievement. It was concluded that teachers had moderate attachment with school climate, colleagues and students. As a result, these factors led teachers to classroom engagement. It is recommended that government should recruit teachers of high emotional intelligence as a result teachers' classroom engagement can be improved. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01