Πως η συναισθηματική νοημοσύνη των εκπαιδευτικών σχετίζεται με τον τρόπο διαχείρισης της σχολικής τάξης, της παραβατικότητας και της εύρεσης μεθόδων αντιμετώπισης προβληματικών συμπεριφορών στο σχολικό πλαίσιο (Master thesis)
Δράκουλας, Ιωάννης
The main goal of this research was to investigate any correlations between emotional
intelligence and the regulation of employee sentiment in the school context. It is a fact that
school environment has a significant impact on teachers' thoughts, feelings and actions.
Emotions are a key factor in organizational behavior. In addition, any correlations and effects
of the above variables are explored in the classroom management ability. the phenomenon of
school delinquency and the reported school problems.
Classroom management is one of the biggest challenges faced by teachers in their efforts to
create a positive environment that provides motivation and where effective learning can take
place. The emotionally intelligent teacher tends to be more effective both in the educational
process by using new teaching methods and in the emotional development of students with
fewer school problems.
In this present research 210 Primary and Secondary Teachers were involved with different
levels of education (Directors, Deputy Directors and Teachers) taking part. The
EmotionRegulationInventory, Gross & John, 2003, was used to evaluate the emotional
intelligence levels of the participants with the WLEIS scale (WongLowEmotionalScale,
Wong & Low, 2002). Teachers' choices in classroom management were assessed through the
Teachers' Classroom Management Strategies Questionnaire (2012, The Incredible Years Inc.).
Finally, the School Violence and Behavioral Estimation Questionnaire examines the extent to
which the participating teacher considers that there are problems of delinquent behavior
within the school environment and the extent to which the teacher believes that specific
interventions can lead to a reduction of delinquency and school problems.
The findings of this research revealed that emotional intelligence of teachers was strongly
related to classroom management practices. The correct regulation of emotion based on the
reassessment of the situation experienced by the teacher seems to be the technique most
closely related to the better management of pupils in the classroom. Additionally, emotional
intelligence found to be related with less reports about school problems, probably because
teachers with greater emotional intelligence manage to better solve the school problems that
appear using their empathic ability.
Institution and School/Department of submitter: | Σχολή Διοίκησης και Οικονομίας/ Τμήμα Διοίκησης & Οργάνωσης Εκπαιδευτικών Μονάδων |
Subject classification: | Συναισθηματική νοημοσύνη Emotional intelligence Διοίκηση και οργάνωση σχολικής τάξης Classroom management Παρεκκλίνουσα συμπεριφορά Deviant behavior |
Keywords: | Συναισθηματική νοημοσύνη;Emotional intelligence;Ρύθμιση του συναισθήματος;Emotional regulation;Διαχείριση σχολικής τάξης;Classroom management;Φαινόμενα σχολικής παραβατικότητας;School delinquency;Σχολικά προβλήματα;School problems |
Description: | Μεταπτυχιακή εργασία - Σχολή Διοίκησης και Οικονομίας - Τμήμα Διοίκησης και Οργάνωσης Εκπαιδευτικών Μονάδων, 2019 (α/α 11229) |
URI: | http://195.251.240.227/jspui/handle/123456789/14405 |
Appears in Collections: | Μεταπτυχιακές Διατριβές |
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