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    The Relationship Between

    Emotional Intelligence and TeachingEffectiveness

    A Dissertation Defense byFei-Fei Hwang

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    emotional intelligence and teaching effectiveness

    Proposal Format

    1. Statement of the Problem2. Purpose of the Study3. Significance of the Study4. Review of the Literature5. Research Design6. Population and Sample7. The Description of Participants

    8. Data Analysis9. Conclusions10. Recommendations11. Recommendation for Further Research

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    emotional intelligence and teaching effectiveness

    EI Skills Work Performance

    Phenomenon:Teachers are overwhelmed by multiple

    roles and tasks that lead to a lower work performance.

    Teaching

    EffectivenessTeachers

    EI SkillsCorrelation?

    PositivelyI nfluence

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    emotional intelligence and teaching effectiveness

    Purpose of the Study

    To understand the current characteristics of teachersemotional intelligence skills at an I nstitute of Technology in TaiwanTo compare emotional intelligence scores in the groups

    in regard to the population variablesTo determine the correlations between emotionalintelligence skills and teaching effectivenessTo provide information related to the role of emotionalintelligence skills in teaching effectiveness and career excellence for professionals

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    emotional intelligence and teaching effectiveness

    Significance of the Study

    Provide quantitative data of EI assessment of TaiwansfacultiesHelp faculties and the I nstitute better understand the role

    of EI

    skills for teaching effectivenessE mphasize that EI skills are important factors in

    personal, academic, and career successBring an impetus for future experimental studiesregarding the effects of EI intervention on teachingeffectiveness

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    emotional intelligence and teaching effectiveness

    Review of the Literature

    E motional Intelligence has a positive influence on work performanceand life (McClelland, 1975; Boyatzis, 1982; Goleman, 1998;Hay/McBer, 1999; Myers & Tucker, 2005; Nelson & Low, 2003)Best professors were described as caring, helpful, knowledgeable

    (Basow, 2000; Hativa, 2000).Teacher effectiveness included knowledge, effective communication,well organized material, motivate and inspire students, friendly andopen behavior, and well classroom management (Money, 1992) .E ducational neuroscience demonstrated the vital role of a trusting andsafe holding environment to promote learners learning anddevelopment (Johnson, 2006; Zull, 2002).

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    emotional intelligence and teaching effectiveness

    Research DesignThe correlational research conducted was quantitative to determine therelationship between EI skills and teaching effectiveness by using twostructured measurement tools.

    Interpersonal Skills:Assertion

    Leadership Skills:Comfort, Empathy,

    Leadership, Decision Making

    Self-Management:Drive Strength, Time Management,

    Commitment Ethic

    Intrapersonal Skills:Self Esteem, Stress Management

    ESAP TEE

    Overall TEE scores

    Correlations?

    Overall EI Skills

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    emotional intelligence and teaching effectiveness

    Research Design

    Interpersonal Skills

    Leadership Skills

    Self-Management

    Intrapersonal Skills

    ESAP

    The differences of EI between age(4 groups), gender (2 groups),

    education (3 groups)?

    Demographic data

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    emotional intelligence and teaching effectiveness

    Research Questions

    1. What are the EI skills characteristics of Taiwans teachers?

    2. Do the variables of age, gender, and level of education, have a different effect on the EI skills of teachers?

    3. What is the relationship between EI skills andteaching effectiveness?

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    emotional intelligence and teaching effectiveness

    Null HypothesesResearch Question Two

    H01 ~ H 04: There is no statistically significant difference in Interpersonal(Leadership, Self-Management, Intrapersonal) EI skills of teachers between agegroups.H05 ~ H 08: There is no statistically significant difference in Interpersonal

    (Leadership, Self-Management, Intrapersonal) EI skills of teachers betweengender groups.H09 ~ H 012 : There is no statistically significant difference in I nterpersonal(Leadership, Self-Management, Intrapersonal) EI skills of teachers betweeneducation groups.

    Research Question ThreeH013 ~ H 016 : There is no statistically significant relationship betweenInterpersonal (Leadership, Self-Management, Intrapersonal) EI skills and overallteaching effectiveness score as measured by the T EE .H017 : There is no statistically significant relationship between overall 10 EI skills and overall teaching effectiveness score as measured by the T EE .

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    emotional intelligence and teaching effectiveness

    Population and Sample

    The population of the I nstitute consists of 255 full-timeand 86 part-time teachers in 14 departments, two-year/four-year colleges and a five-year junior college.The convenience sample: 255 full-time teachers

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    emotional intelligence and teaching effectiveness

    Description of the Sample

    Response Rate for the ESAP, N = 255

    n Response Rate

    Number of Responses 120 47%

    Number of Valid Questionnaires 94 37%

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    emotional intelligence and teaching effectiveness

    Descriptive Statistics for TEE Results in the End of Course Evaluation, N = 94

    Variable n M SD

    Overall Teaching Male 46 3.92 .34

    Female 48 3.88 .35

    Total 94 3.90 .34

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    emotional intelligence and teaching effectiveness

    Data Analysis1. What are the EI skills characteristics of Taiwans teachers?

    Descriptive Statistics for ESAP Results by Faculty Self-Assessment, N = 94

    Variable n M SD

    10 EI Skills Male 46 218.67 33.90

    Female 48 215.06 36.89

    Total 94 216.83 35.32

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    emotional intelligence and teaching effectiveness

    Descriptive Statistics for 10 EI Skills and Three Potential Problems, N = 94Variable Gender M SD Scale Level

    male 22.30 5.15 StrengthenAssertion

    female 22.73 5.16 Strengthen

    male 17.91 3.83 StrengthenComfort

    female 18.58 4.15 Strengthen

    male 18.83 4.23 StrengthenEmpathy

    female 19.79 4.43 Strengthen

    male 16.94 3.77 StrengthenDecision Making

    female 19.25 18.95 Strengthen

    male 16.89 4.49 StrengthenLeadership

    female 15.83 5.47 Strengthenmale 36.46 8.37 StrengthenDrive Strength

    female 34.79 8.19 Strengthen

    male 16.78 4.19 StrengthenTime Management

    female 15.13 4.88 Strengthen

    male 18.87 3.94 StrengthenCommitment Ethic

    female 19.23 4.08 Strengthen

    male 34.41 7.44 StrengthenSelf Esteem

    female 32.71 7.45 Strengthenmale 19.28 8.45 DevelopStress Management

    female 17.02 7.69 Develop

    male 10.54 7.23 NormalAggression

    female 8.10 5.77 Normal

    male 15.07 6.72 NormalDeference

    female 16.38 6.21 Normal

    male 10.15 6.00 NormalChange Orientation

    female 9.04 4.99 Normal

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    emotional intelligence and teaching effectiveness

    E SAP Scale

    The score of each subscale indicate whether a particular skill (variable) needs to be developed , strengthened , or enhanced , and whether a potential problem area is

    presented with a low , normal , or high score.

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    emotional intelligence and teaching effectiveness

    Data Analysis1. What are the EI skills characteristics of Taiwans teachers?

    Assertion, Comfort, E mpathy, Decision Making, Leadership, DriveStrength, Time Management, Commitment E thic, and Self E steem:Strengthen levelStress Management skill: Develop levelThe potential problems (Aggression, Deference, and ChangeOrientation): Normal levelBased on descriptive statistics,

    The male faculty members had higher means in Leadership, Drive Strength,Time Management, Self E steem, and Stress Management than the female

    faculty members did. Females obtained higher means in Assertion, Comfort, E mpathy, Decision

    Making, and Commitment E thic than males. Females received lower means in Aggression and Change Orientation than

    males, while males acquired lower means in Deference than females.

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    emotional intelligence and teaching effectiveness

    Data Analysis

    2. Do the variables of age, gender, level of education, and years of experience have a different effect on the emotionalintelligence of teachers?H01: There is no statistically significant difference inInterpersonal EI skills of teachers between age groups.

    H02: There is no statistically significant difference in LeadershipEI skills of teachers between age groups.H03: There is no statistically significant difference in Self-Management EI skills of teachers between age groups.H04: There is no statistically significant difference inIntrapersonal EI skills of teachers between age groups.

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