The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

Autor/inn/en	Richards, K. Andrew R.; Trad, Alyssa M.; Kinder, Christopher J.; Graber, Kim C.; Woods, Amelia Mays
Titel	The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering
Quelle	In: Journal of Teaching in Physical Education, 41 (2022) 3, S.455-465 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Teacher Educators; Emotional Intelligence; Resilience (Psychology); Interpersonal Competence; Teacher Role + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Emotionale Intelligenz; Interpersonale Kompetenz; Lehrerrolle
Abstract	Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01