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dc.contributor.authorRomeu, Marta Valle
dc.date.accessioned2021-12-13T08:52:55Z
dc.date.available2021-12-13T08:52:55Z
dc.date.issued2021
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78951
dc.description.abstractEmotional Intelligence (EI), defined by Salovey and Mayer (1990, p. 189) as “the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behaviour”, would appear to be necessary for those who work with and educate children, adolescents, and, ultimately, individuals who are still developing their cognitive abilities and personal traits. This quantitative study investigated emotional intelligence using the answers to a self-report Emotional Intelligence questionnaire developed by Petrides (2009). The questionnaire yielded scores on four different constructs of Emotional Intelligence as well as an overall score. A sample of 77 Spanish educators, 42 of whom were future teachers and 35 experienced teachers, participated in the research. The analysis indicated that the levels of Emotional Intelligence (EI) of the sample of educators were relatively high. It also showed a little, but statistically significant difference between the levels of Emotional Intelligence of teachers and future teachers, being the means always higher for teachers. The analysis showed no statistically significant difference in gender or teachers’ experience. It was also observed that participants’ high scores in some factors of the test were correlated to high results in other factors. Overall, the results reveal that the levels of EI of the sample who participated in the study are relatively high, but the differences between experienced and future teachers were small. Future research could aim at develop programs targeted at developing the emotional intelligence of teachers in Spain.en
dc.format.extent68
dc.language.isoen
dc.titleEmotional Intelligence among teachers and future teachers in a sample of Spanish educators
dc.identifier.urnURN:NBN:fi:jyu-202112135938
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi102
dc.subject.ysotunneäly
dc.subject.ysotunteet
dc.subject.ysoopettajat
dc.subject.ysoemotional intelligence
dc.subject.ysoemotions
dc.subject.ysoteachers


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