Relationship between self-efficacy beliefs and levels of emotional intelligence in university teachers

INFAD

J. M. Giménez-Lozano¹  F. M. Morales-Rodríguez¹ 

[1] Universidad de Granada;

关键词: autoeficacia;    docentes;    inteligencia emocional;   

DOI  :  10.17060/ijodaep.2019.n1.v1.1399

来源: DOAJ

【 摘 要 】

The objective of this study is to observe the relationships of the variables of teaching self-efficacy and the levels of emotional intelligence (EI) of university professors. Previous research has shown that high levels of teacher self-efficacy correlate positively with a positive class climate. On the one hand, it has been found that teachers with higher levels of self-efficacy are more innovative in their classes. On the other hand, it has been shown that teachers with a high EI would motivate their students more because they are more enthusiastic about their work. The sample with which was counted were 40 teachers of the Faculty of Education Sciences of the University of Granada to which they were applied the Teaching Self-Efficacy Scale of the University Professor of Prieto (2007) and the EI Scale Trait Meta-Mood Scale (TMMS-24). The results show that university teachers have high levels of self-efficacy and emotional intelligence. In addition, statistically significant correlations between these two variables were found, specifically with two of the three TMMS-24 Subscales, attention and clarity. We conclude by pointing out the importance of assessing self-efficacy in university teaching students by analysing the relationship with EI due to the benefits that this can bring to the students.

【 授权许可】

Unknown