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An exploration of how outstanding teachers use emotional intelligence to create positive classroom climates
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Galler, Dana. An exploration of how outstanding teachers use emotional intelligence to create positive classroom climates. Retrieved from https://doi.org/doi:10.7282/T3GT5Q3N

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TitleAn exploration of how outstanding teachers use emotional intelligence to create positive classroom climates
NameGaller, Dana (author); Cherniss, Cary (chair); Gregory, Anne (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2015
Other Date2015-10 (degree)
SubjectSchool Psychology, Emotional intelligence, Teaching--Methodology
Extent1 online resource (viii, 81 p. : ill.)
DescriptionThe objectives of this qualitative study were to (a) explore how outstanding teachers use their emotional intelligence to create positive classroom climates and to understand the mechanism by which a teacher’s emotional intelligence can influence his/her ability to create and maintain these climates; and (b) explore whether outstanding teachers use and manage emotions differently than typical teachers. Eight teachers, including four administrator-nominated typical teachers and four administrator-nominated outstanding teachers, from one single-sex religious high school were closely studied via semi-structured interviews and behavioral classroom observations. A systematic and intensely disciplined qualitative analysis of the data using both intra-case and cross-case analysis yielded six primary themes which differentiated typical teachers from outstanding teachers: (a) outstanding teachers constantly monitored emotions in the classroom, (b) outstanding teachers expressed greater empathy in response to student complaints, (c) outstanding teachers experienced and modeled more passion about their subject areas, (d) outstanding teachers engaged in more emotional self-regulation techniques in response to frustrating classroom behaviors, (e) outstanding teachers engaged in fewer negative classroom management strategies, and (f) outstanding teachers used student-focused techniques rather than self-revelation to forge relationships with students. Each theme is then explored in relation to the construct of emotional intelligence and in relation to current research on effective teaching. Implications for teacher training, evaluation, consultation and recruitment are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Dana Galler
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3GT5Q3N
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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