Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong

By D. Chan. 2004

275 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c0d8683d89c37c6cc64fcf13ae8278b740b7fc87

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Citations in the corpus

The mediating role of burnout on the relationship of emotional intelligence and self-efficacy with OCB and performance (2015, background): “Previous studies (Chan, 2006, 2007) supported the three-dimensional nature of the scale. Cronbach’s alphas for these scales were 0.82, 0.71 and 0.76 for emotional exhaustion, depersonalization and reduced personal accomplishment, respectively. Outcome variables: OCB and in-role performance.TheWillia”
Teaching the teachers: emotional intelligence training for teachers (2014, background): “While it is clear that teachers’ emotional competence plays a significant role in effective teaching (Schutz, Hong, Cross, & Osbon, 2006), preventing burnout in teachers (Chang, 2009) and contributing to students’ learning and performance (Cohen, 2006), there is no clear method to enhance these comp”
Team Emotional Intelligence and Performance (2012, result): “Therefore, in this study, the EI construct represents self-perceptions of respondents of their emotional capabilities and typical behaviors, which is consistent with similar constructs, such as perceived EI (Chan, 2004) and emotional competence (Giardini & Frese, 2008).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, methodology): “In addition, as pointed out by previous studies (Chan, 2004; Fabio & Palazzeschi, 2008), the linkage of instructor self-efficacy with emotional intelligence might be bidirectional in a sense that emotional intelligence is likely to enhance teachers’ efficacy beliefs, and teacher self-efficacy may fo”
Trait Emotional Intelligence of Greek Special Education Teachers in Relation to Burnout and Job Satisfaction (2010, background): “…the factors were: perception of emotions, managing self-relevant information, managing others’ emotions and emotion utilization; finally, in the Chan (2004) study the factors were identified as follows: positive self-regulation, positive utilization of emotions, empathic sensitivity and…”