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Teacher emotional intelligence and the quality of their interactions with students

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TitleInfo
Title
Teacher emotional intelligence and the quality of their interactions with students
Name (type = personal)
NamePart (type = family)
Friedman
NamePart (type = given)
Shoshana
NamePart (type = date)
1984-
DisplayForm
Shoshana Friedman
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Gregory
NamePart (type = given)
Anne
DisplayForm
Anne Gregory
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Cherniss
NamePart (type = given)
Cary
DisplayForm
Cary Cherniss
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-01
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
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.
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5219
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 115 p. : ill.
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Shoshana Friedman
Subject (authority = ETD-LCSH)
Topic
Emotional intelligence
Subject (authority = ETD-LCSH)
Topic
Teacher-student relationships
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3ZW1J16
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Friedman
GivenName
Shoshana
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-12-17 18:53:12
AssociatedEntity
Name
Shoshana Friedman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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RULTechMD (ID = TECHNICAL1)
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ETD
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windows xp
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