The Effect of Emotional Intelligence, Teachers’ Perception of Headmaster’s Interpersonal Communication, and Compensation on Affective Commitments of Teachers at Kindergartens (Published)
The aim of this study is to determine the effect of emotional intelligence, teachers’ perceptions of interpersonal communication of headmaster, and compensation for the affective commitment of teachers at Kindergarten Medan Perjuangan. This study uses Qualitative Research Methods and analysis technique of relationships between variables is a form of path analysis. Population in research are 140 kindergarten teachers in District of Medan Perjuangan, the sample is 103. The results of this study are 1. Emotional Intelligence has a direct positive effect on Compensation in Kindergarten in Medan Perjuangan District 2. Teacher’s Perception of Interpersonal Communication Principals directly influence positive for Compensation at kindergartens Medan Perjuangan District 3. Emotional Intelligence has a positive direct effect on teacher’s affective commitment at Kindergarten, Medan Perjuangan District 4. Teacher’s Perception of Principal Interpersonal Communication has a direct positive effect on affective commitment of teachers in at Kindergartens, Medan Perjuangan District. 5. Compensation has a direct positive effect on teacher’s affective commitment at Kindergartens Medan Perjuangan District.
Keywords: Affective Commitment, Compensation, Emotional Intelligence, Teacher's Perception of Headmaster’s Interpersonal Communication
Skills and Emotional Intelligence: Study and Investigation of the International Organization of the OECD (Published)
Emotional Intelligence is directly linked to the professional development of teachers and the existence of positive results in the field of education. The purpose of this paper is to investigate, through qualitative content analysis, whether the skills associated with emotional intelligence are identified in the political texts of international organizations and in particular in that of the OECD. According to the survey results, emotional intelligence skills related to self-awareness, self-regulation, social awareness and interpersonal relationships management are present. For a better understanding of the issue, it would be helpful to explore these skills in other texts of international organizations, with a view to comparing and enriching relevant databases.
Keywords: Development, Emotional Intelligence, Goleman, OECD, Teachers
Considering Primal Teacher Leadership through Quadrant Intelligent (Qi) Model for Teacher Education Content Validity in Ghana (Published)
Using the convenient sampling technique, 250 teachers from the GES (N=218) were used to assess Qi levels. The findings showed significant differences in Ideal Qi and Actual Qi scores, but showed no significant variations among groups [F(1, 218)=1.517, p=.219]. The significant difference was found among the intercept of gender and teaching experiences [F(1, 75)= .596, p= .957)] therefore the alternative hypothesis rejected. Recommendations include the adoption of Qi model by the GES/ Teacher Education Division in Pre-service and In-service training of teachers. Teacher performance assessment should include the assessment of Qi levels and should lead to certification and partly based on evidence of such C21st multiple intelligence. Again, Qi model should be given serious consideration in policy decisions and scholarship. The study contributes to a new paradigm in skills set for teacher education and professional development. These skills set includes but not limited to social, emotional, strategic, and entrepreneurial intelligences.
Keywords: Emotional Intelligence, Entrepreneurship, Primal Teacher Leadership (PTL), Quadrant Intelligence (QI) Model, Social Intelligence, Strategic Thinking
Leadership and Supervision in Saudi Arabian Educational Context (Published)
The Saudi Arabian Educational system shared the philosophical principles, in its foundation, which concentrated on the achievement of goals, thereby taking up authoritative styles of leadership. However, organisations are beginning to be more liberal in today’s environment than in the 1940s and 1950s, and appealing to emotional intelligence as a tool and skill is needed for effective leadership. In the Saudi Arabian case, such developments are characterised by changes such as that of the educational supervisor having the role redefined to that of a director. This review tracks several parts; the first section helps western reader to understand the subtleties, complexities and intricacies of the Saudi Arabia education system and its approach to leadership system of education, history, culture and political contribution. This can lead to the larger extent understand if Emotional Intelligence is a provocation for better leadership of Saudi Arabian education sector or not. The second part is the growth of educational supervision in Saudi Arabia, focusing on the education system, and evaluates the impact of emotional intelligence as a necessary skill in leadership
Keywords: Educational Administration, Emotional Intelligence, educational leadership, educational supervision
The Relationship of Emotional Intelligence and Classroom Management of STE Science Teachers in Pangasinan (Published)
This study aimed to determine the emotional intelligence (EI) and classroom management approach of the STE science teachers in Pangasinan and the relation of the two variables. This study used descriptive- correlational, using a questionnaire. Total enumeration was utilized with 63 STE science teachers as respondents. Results revealed that EI of the STE science teachers has WM= 119.0 and SD= 13.39, further for the distribution of EI 60.3% has an average EI, 34.9% has above average EI and 4.8% has below average EI with SD= 0.56. Their classroom management approach, 69.8% employ student-centered approach while 30.2% of them use teacher-centered approach with SD= 0.46. Point bi-serial score yielded (rpb= 0.10, p= 0.45). There is no significant relationship between the two variables. Conclusions include: great majority of STE science teachers are performing fairly and utilizing student-centered approach and their classroom management approach is not affected by their EI and vice versa.
Keywords: Emotional Intelligence, Pangasinan, classroom management, science teachers