The effects of emotional knowledge education in the training of novice teachers.

다국어 초록 (Multilingual Abstract)

Emotional intelligence is defined as the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thoughts; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. Understanding one's own emotional processes can have far-reaching effects for social functioning and quality of life. Further, emotional intelligence may have significant relevance in the dynamic preparation and training of both novice teachers and their constituents. In this study, I investigated emotional intelligence as a factor in the training of novice teachers and their adjustment and transition from the role of student to the role of teacher.
Moreover, this study investigated the emotional intelligence rating of a specific group of novice teachers using the <italic>Mayer, Salovey</italic>, and <italic>Caruso Emotional Intelligence Test</italic> (MSCEIT) (in press). Then it was determined whether emotional education workshops have an effect on the novice teacher's emotional intelligence rating and his or her ability to ascertain and advance this knowledge in his or her own classroom during the pre-service experience.
The MSCEIT measures the four-branch model of emotional intelligence. The MSCEIT is intended to measure one overall emotional intelligence score, along with four sub-scores. A sample of 46 subjects was solicited for this study. Data from 37 of the subjects were analyzed. Nine subjects had to be dropped from the analysis because there were excessive omissions from their tests. Subjects were solicited from a private, 4-year college on Long Island, New York. The general approach to encourage participation in the study was to receive training and useful skills for first-year teachers. The demographic information collected indicated that the majority of the subjects in this study were women, were white, and had completed some college.
The results demonstrate that novice teachers scored no differently from measures of emotional intelligence than the normed sample. In other words, novice teachers have no more or no less emotional competence than the normative sample. These results further illustrated that traits such as warmth, optimism, and persistence, traits that are often associated with teachers, are independent of emotional intelligence.
Furthermore, the results indicate that an emotional knowledge workshop is effective in increasing the emotional knowledge skills of novice teachers. Illustrating further that emotional knowledge can be taught. Two of the four branches of emotional intelligence revealed significant results.