An Analysis of the Relationship of the Emotional Intelligence of Special Education Teachers and Special Education Student Achievement

Autor/in	Clemmer Hickman, Akweta Eschella Jureia
Titel	An Analysis of the Relationship of the Emotional Intelligence of Special Education Teachers and Special Education Student Achievement
Quelle	(2017), (106 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Tarleton State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-7737-2
Schlagwörter	Hochschulschrift; Dissertation; Emotional Intelligence; Correlation; Special Education Teachers; Reading Achievement; Teacher Influence; Stress Management; Predictor Variables; Teacher Effectiveness; Disabilities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Emotionale Intelligenz; Korrelation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseleistung; Stressmanagement; Stressbewältigung; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Handicap; Behinderung
Abstract	For this study Bar-On's (1997) definition of emotional intelligence (EI) was used. "Emotional Intelligence" is defined as a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way" (Bar-On, 1997, p. 3). Researchers have investigated the role of EI in school leaders. The classroom teacher is the leader of his/her respective classroom. Therefore, the purpose of this study was to explore the relationship between the special education teachers' EI and its impact on student reading achievement. Results of the study illustrate the connections of aspects of EI and student achievement. Specifically, the study results showed stress management was a statistically significant predictor of student reading achievement. Results and implications for practice are discussed to improve student achievement and teacher effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01