Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong

Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong

• Chan, David W. Chinese University of Hong Kong

Educational Psychology, 28(4), 397-408, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers

Emotional Intelligence Self Efficacy Teaching Conditions Student Teacher Attitudes Coping Foreign Countries Interpersonal Relationship Teacher Effectiveness Teacher Attitudes Preservice Teachers Predictor Variables Gender Differences Stress Management Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Emotional intelligence (intrapersonal and interpersonal) and general teacher self-efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in-service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to predict significantly active coping strategy, but teacher self-efficacy did not contribute independently to the prediction of active coping even though there was some evidence that teacher self-efficacy might interact with intrapersonal emotional intelligence in the prediction of active coping, especially for male teachers. The implications of the findings for preventive intervention efforts to combat teacher stress through teaching to enhance emotional intelligence are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701668372]

• English

Journal Articles

• 01443410

• 10.1080/01443410701668372

https://bibliography.lib.eduhk.hk/en/bibs/5de12768

2010-09-08