engleski

Emotional intelligence in future teachers

The competences of teachers besides the expert knowledge in their subject matter and pedagogical, psychological and methodological knowledge of educational work also have to imply their emotional intelligence. In preparing future teachers is important to include lessons about emotion managing and regulations, perceiving, understanding and labelling emotions. During regular lessons in Developmental psychology at the Faculty of Humanities and Social Sciences University of Rijeka (Croatia) several questionnaires were group-administrated on a sample of 85 graduate students: Emotional Skills and Competence Questionnaire (ESCQ ; Taksic, 2001) ; Emotional Regulation and Control Questionnaire (ERIK ; Takšić, 2000) ; Self-Esteem Scale (Rosenberg, 1965) and Life Orientation Test (LOT ; Scheirer and Carver, 1985). Significant correlations were found between self-esteem and optimism and managing and regulating emotion, influence of emotions and mood on memory of negative events and influence of emotions and mood on thinking. Results of one-way ANOVA show that students with higher self-esteem are less likely to memorize events that induce negative emotions and moods. Students with lower self-esteem have higher results on influence of emotions and mood on thinking subscale. On the other side, students with higher self-esteem and optimism have higher results on managing and regulating emotion subscale. Using emotional intelligence, higher self-esteem and greater optimism in teacher are connected with effectively and encouraging teaching process in teachers and students.

future teachers; emotinal competence; emotional regulation

nije evidentirano