Defense-Fei Fei

8/7/2019 Defense-Fei Fei

1/43

The Relationship Between

Emotional Intelligence and TeachingEffectiveness

A Dissertation Defense byFei-Fei Hwang


2/43

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


3/43


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


4/43


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


5/43


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


6/43


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).


7/43


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


8/43


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


9/43


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?


10/43


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 .


11/43


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


12/43


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%


13/43


14/43


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


15/43


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


16/43


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


male 18.83 4.23 StrengthenEmpathy


male 16.94 3.77 StrengthenDecision Making


male 16.89 4.49 StrengthenLeadership

female 15.83 5.47 Strengthenmale 36.46 8.37 StrengthenDrive Strength


male 16.78 4.19 StrengthenTime Management


male 18.87 3.94 StrengthenCommitment Ethic


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


male 10.15 6.00 NormalChange Orientation



17/43


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.


18/43


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.


19/43


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.


20/43


Data Analysis

Results There were no significant differences between age groups inInterpersonal, Leadership, Self Management, and Intrapersonalskills, respectively.

The age group of 61 or above apparently received the highestmean in each of the four EI skills in descriptive statistics.

Variable Description for ANOVAs

Factor/Groups Dependent Variable

EI Skills Source Scale of Measurement

Age/4 groups Interpersonal Skills

Leadership Skills

Self Management Skills


ESAP

ESAP

ESAP

ESAP

Interval/Ratio

Interval/Ratio

Interval/Ratio

Interval/Ratio


21/43


Data Analysis

H05: There is no statistically significant difference inInterpersonal EI skills of teachers between gender groups.H06: There is no statistically significant difference in LeadershipEI skills of teachers between gender groups.

H07: There is no statistically significant difference in Self-Management EI skills of teachers between gender groups.H08: There is no statistically significant difference inIntrapersonal EI skills of teachers between gender groups.


22/43


Data Analysis

Results

There were no significant gender differences in the Interpersonal,Leadership, Self Management, and Intrapersonal skills, respectively.




Gender/2 groups Interpersonal Skills

Leadership Skills



ESAP

ESAP

ESAP

ESAP

Interval/Ratio

Interval/Ratio

Interval/Ratio

Interval/Ratio


23/43


Data Analysis

H09: There is no statistically significant difference inInterpersonal EI skills of teachers between education groups.H010 : There is no statistically significant difference in LeadershipEI skills of teachers between education groups.

H011 : There is no statistically significant difference in Self-Management EI skills of teachers between education groups.H012 : There is no statistically significant difference inIntrapersonal EI skills of teachers between education groups.


24/43


Data Analysis

ResultsThere were no significant differences between education groups inthe Interpersonal, Leadership, Self Management, and Intrapersonalskills, respectively.




Education/3 groups Interpersonal Skills

Leadership Skills



ESAP

ESAP

ESAP

ESAP

Interval/Ratio

Interval/Ratio

Interval/Ratio

Interval/Ratio


25/43


ANOVA Summary for EI Skills by Age, Gender, and Education Groups (N = 94)

Source F 2

Age Interpersonal Skills 2.63 .08

Leadership Skills 4.31 .13

Self Management Skills .85 .03

Intrapersonal Skills .97 .03

Gender Interpersonal Skills .16 .002

Leadership Skills .46 .006


Intrapersonal Skills 3.29 .04

Education Interpersonal Skills 1.48 .03

Leadership Skills .12 .003


Intrapersonal Skills .50 .01


26/43


Data Analysis

3. What is the relationship betweenEI skills and teachingeffectiveness?H013 : There is no statisticallysignificant relationship betweenInterpersonal EI skills and overallteaching effectiveness score asmeasured by the T EE .Variables : Interpersonal skills(Assertion), An overall teaching

scoreResults:There was no significantrelationship betweenInterpersonal EI skills and overall

teaching effectiveness.

Pearsons Product-Moment Correlation for Overall Interpe

Overall Teaching Effectiveness (N = 94)

Measure 1 2

1. Interpersonal Skill (Assertion) --

2. Teaching Effectiveness .17 --


27/43


Data Analysis

H014 : There is no statisticallysignificant relationship betweenLeadership EI skills and overallteaching effectiveness score asmeasured by the T EE .Variables: Leadership skills, Anoverall teaching scoreResults:There was a significantrelationship between LeadershipEI skills and overall teachingeffectiveness.

Pearsons Product-Moment Correlation for Overall Leadership


Measure 1 2

1. Leadership Skill --

2. Teaching Effectiveness .27** --

* p< .05, ** p< .01


28/43


Data Analysis

Follow Up ProceduresVariables: Comfort, E mpathy,Leadership, Decision Making,An overall teaching score

Results:There were significantrelationships between Comfort,E mpathy, and Leadership, andoverall teaching effectiveness,

respectively.

Pearsons Product-Moment Correlations for Leadership Skills and Teaching

Effectiveness (N = 94)

Measure 1 2 3 4 5

1. Teaching Effectiveness --

2. Comfort .34* --

3. Empathy .36** .57** --

4. Decision Making .05 .14 .21 --

5. Leadership .31* .47** .43** .09 --

* p< .005. ** p< .001


29/43


Data Analysis

H015 : There is no statisticallysignificant relationship betweenSelf-Management EI skills andoverall teaching effectivenessscore as measured by the T EE .Variables: Self-Managementskills, An overall teaching scoreResults:There was no significant

relationship between Self-Management EI skills and overallteaching effectiveness.

Pearsons Product-Moment Correlation for Over


Measure 1 2

1. Self Management Skill --

2. Teaching Effectiveness .13


30/43


Data Analysis

Follow Up ProceduresVariables: Drive Strength, TimeManagement, CommitmentE thic, An overall teaching score

Results:There were no significantrelationships between DriveStrength, Time Management,and Commitment E thic, and

overall teaching effectiveness,respectively.

Pearsons Product-Moment Correlation for Self Management Skills and T


Measure 1 2 3 4

1. Teaching Effectiveness --

2. Drive Strength .10 --

3. Time Management .17 .58** --

4. Commitment .05 .56** .61** --

* p< .008. ** p< .001


31/43


Data Analysis

H016 : There is no statisticallysignificant relationship betweenIntrapersonal EI skills and overallteaching effectiveness score asmeasured by the T EE .Variables: Intrapersonal skills, Anoverall teaching scoreResults:There was no significantrelationship between I ntrapersonalEI skills and overall teachingeffectiveness.

Pearsons Product-Moment Correlation for Ov


Measure 1 2

1. Intrapersonal Skill --

2. Teaching Effectiveness .03


32/43


33/43


Data Analysis

H017 : There is no statisticallysignificant relationship betweenoverall 10 EI skills and overallteaching effectiveness score asmeasured by the T EE .Variables: Overall 10 EI skills, Anoverall teaching scoreResults:There was a significant relationship between overall 10 EI skills andoverall teaching effectiveness.

Pearsons Product-Moment Correlation for Overall EI S


Measure 1 2

1. Overall EI --

2. Overall Teaching .23* --

* p< .05


34/43


Pearsons Product-Moment Correlation Summary for EI Skills and Teaching


Relationship p r

Overall Interpersonal skill and teaching effectiveness .10 .17

Overall Leadership skill and teaching effectiveness .01 .27*

Overall Self-Management skill and teaching effectiveness .23 .13

Overall Intrapersonal skill and teaching effectiveness .81 .03

Overall EI and teaching effectiveness .03 .23*

* p < .05


35/43


Pearsons Product-Moment Correlation Summary for Each of EI Skill s and Teaching


Relationship p r Alpha

Level

Assertion and Teaching .10 .17 p < .05

Comfort and Teaching .001 .34* p < .005

Empathy and Teaching .000 .36** p < .005

Decision Making and Teaching .66 .05 p < .005

Leadership and Teaching .003 .31* p < .005

Drive Strength and Teaching .34 .10 p < .008

Time Management and Teaching .09 .10 p < .008

Commitment and Teaching .65 .05 p < .008

Self Esteem and Teaching .012 .26* p < .02

Stress Management and Teaching .05 -.20 p < .02

Overall EI Skills and Teaching .03 .23* p < .05

* Correlation is significant at the above required levels (2-tailed).


36/43


Conclusions

The EI Skills Characteristics Of Taiwans Teachers Nine EI skills in strengthen level; Stress Management skill indevelop level; three potential problems in normal levelThe faculty members possessed an average level of nine EI skillsthat can be improved and developed to become personal strengths(Nelson & Low, 2003).The faculty members can learn positive Stress Management skill

by self-knowledge and self-science.The high demands of workload, professional knowledge andability, curriculum plan, and services for students have turned intothe high pressure to college/university faculty members in Taiwan(Chou & Peng, 2005).Aggression, Deference, and Change Orientation should beunderstood and converted to Anger Management, AnxietyManagement, and Positive Personal Change skills (Nelson & Low,2003).


37/43


Conclusions

The E ffects Of Age, Gender, And E ducation Factors On EI SkillsThe findings of the study supported H 01 ~ H 012 ..There were no significant differences between senior faculty and

junior faculty, between males and females, and between high andlow level of education in Interpersonal, Leadership, Self

Management, andIntrapersonal skills.E motional intelligence can be continuously developed with age,

training, and experience (Bar-On, 1997; Goleman, 1998; Nelson& Low, 2003).The age group of 61 or above apparently received the highestmean in the four EI skills from descriptive statistics.There were no significant gender differences on the overall EI assessment (Dawda & Hart, 2000).Mental health, physical health, and family and social relationshipscontributed more to success in highly competitive occupations(Vaillant, 1977).


38/43


ConclusionsThe Relationship Between E motional I ntelligence And Teaching

E ffectivenessThe findings of the study supported H 013 , H 015 , and H 016 , whilerejected H 014 , H 017.The faculty members who performed superior in overall EI skills

tended to achieve higher teaching effectiveness.The faculty members who had superior competencies, Comfort,E mpathy, Leadership, and Self E steem, tended to perform better inoverall teaching effectiveness.Teachers can apply EI to improve instructional performance(Nelson, Low, & Nelson, 2005), need empathy competency for theteaching profession (Goleman, 1998), understand the special needsof students, and create a supportive and caring learningenvironment (Cozolino, 2002; Knowles, 1998; Stallone, 2003).Other EI skills did not exhibit significant relationships to overallteaching effectiveness. The reason may be that only 6 of 19questions directly related to EI in the teaching evaluation.


39/43


Recommendations

E motional Intelligence and Teachers: E motional Learning System for guiding personally intentional change of behaviors and habits(Nelson & Low, 2003).Stress Management and Teachers: Cognitive restructuring and

relaxation skills (Nelson & Low, 2003). The faculty members can benefit from learning Positive Stress Management skill (Nelson &Low, 2003).E motional Intelligence and Institutions: Organizations have anecessity of supporting the social and emotional development of members (Goleman, 1998).The Institute has a need to set up the mechanism for EI lifelonglearning of faculty members and to establish a teaching and learningcenter.


40/43


Recommendations

The application of emotional intelligence in teachingeffectiveness:

(1) Realize and honor students interests; (2) unleashthe strengths, talents, and passions of students; (3)

passionately teach students the knowledge, skills, andstrategies; (4) build on students unique strengths; and(5) listen to the hopes of students (Bowman, 2005).

Through the learning of EI skills to achieve individual

transformation and change, both teachers and studentscan develop human potential and become effectiveteachers and students (Nelson, Low, & Nelson, 2005).


41/43


Recommendations for Further Research

1. An experimental research of the effects of EI training program on teaching effectiveness.

2. An correlation research of EI and teaching quality (self-

evaluation) extended to a population of all colleges anduniversities of Taiwan.3. An experimental research of the effects of EI training

program on the job satisfaction of faculty members.


42/43


43/43


Thank youfor your patience and attention .

&Your every help in the progress of my dissertationare deeply appreciated .

Q uestions?

Defense-Fei Fei

Documents

Transcript of Defense-Fei Fei