Emotional intelligence and self-efficacy in a sample of Italian high school teachers

By Annamaria Di Fabio, Letizia Palazzeschi. 2008

136 citations recorded by the source corpus.

The aim in this study was to further analyze the construct of emotional intelligence and its relation to occupational self-efficacy in a sample of Italian teachers. The Italian version of the Bar-On Emotional Quotient Inventory: Short (Bar-On, 2002) and the Ohio State Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001) were administered to 169 participants. Significant differences in emotional intelligence emerged with respect to age. In comparison to females, males obtained higher scores in the intrapersonal dimension, while women scored higher on the interpersonal dimension. Teacher self-efficacy was best explained by the intrapersonal dimension. The study indicates both a need for further analysis of the emotional intelligence of teachers and new areas of possible research.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dbbb6156c916de3d56c69bf5edcaea5489e49b85

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Citations in the corpus

Comparing ability and self-report trait emotional intelligence, fluid intelligence, and personality traits in career decision (2014, background): “More recently, studies have pointed to the promising role of EI in both career decision (Di Fabio & Blustein, 2010; Di Fabio & Kenny, 2011, 2012a, 2012b; Di Fabio & Palazzeschi, 2008b, 2009a) and in indecisiveness (Di Fabio et al., 2013).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “But self-efficacious teachers are typically higher in intrapersonal emotional intelligence than are their less confident colleagues (Di Fabio and Palazzeschi 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…”