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theses

Identifying qualities of effective teachers is at the forefront of educational research. Qualities of effective teachers may include their ability to perceive and manage their own and their students’ emotions, demonstrate empathy, and manage behavioral challenges, which comprise what some scholars call “Emotional Intelligence.” Yet, little research demonstrates the link between emotional intelligence and high quality teacher-student interactions in classrooms. The current study examined whether the Teacher Emotional Intelligence Measure (TEIM), a new measure prompting teachers to respond to a hypothetical vignette of a disciplinary interaction, can measure EI with reliability and validity. In so doing, it also examined whether teachers with greater EI, compared to those with lower EI, had higher quality teacher-student interactions, as measured by the Classroom Assessment Scoring System (CLASS, a validated observational system). Vignette responses and observations of teacher-student interactions were collected from a sample of 74 teachers from within 5 diverse middle and high schools in a school district in Virginia. Intraclass correlations demonstrated that a coding scheme developed from the vignettes can be used to train coders to reliably extract relevant dimensions of EI. Multiple regression analyses further demonstrated that teachers with higher EI (as measured by a composite TEIM score), compared to those with lower EI, were observed (via coded videotaped classrooms) as having greater regard for the adolescents’ perspective. A specific item in the TEIM coding manual stood out as a predictor of observed teacher-student interactions: Teachers’ management of the disputant’s emotions, as coded from their written responses, was associated with greater sensitivity to student needs, more effective behavior management, and improved facilitation of students’ higher order thinking. These relationships persisted when taking into account the student achievement level, student socioeconomic status, teacher’s education level, and teacher gender. Unexpectedly, the composite TEIM score had a negative association with behavior management, suggesting that certain EI abilities may be linked to diminished ability to elicit students’ cooperative behavior. The effect sizes of the significant TEIM dimension (i.e., management of disputant's emotion) on observed interactions would be considered small given it explained between seven and nine percent of unique variance in the observed CLASS dimensions. That said, this is the first study to find a link between EI, as coded from a written response to a vignette, and observed teacher-student interactions in the classroom. Given the brevity of the vignette administration, the findings have implications for rapid assessment and data-driven professional development to improve students' experience in the classroom.

ETD_5219

Psy.D.

Includes bibliographical references

by Shoshana Friedman

doi:10.7282/T3ZW1J16

ETD doctoral

The author owns the copyright to this work.