Emotional intelligence of teachers: relevance to inclusive practices

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Published: Jan 12, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v6.756
Keywords:
Emotional intelligence special education teachers inclusive school

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Sofia Campos
Instituto Politécnico de Viseu
Rosa Martins
Instituto Politécnico de Viseu
Sara Alexandre Felizardo
Instituto Politécnico de Viseu
Claudia Chaves
Instituto Politécnico de Viseu
Esperança Jales Ribeiro
Instituto Politécnico de Viseu

Abstract

The main aim of this work is to evaluate the emotional intelligence and the inclusive practices of special education teachers, who work with handicapped children and teenagers in public elementary and secondary schools, so as to understand which variables can influence emotional intelligence of view of special education teachers. This way we can understand the importance of developing this concept in self-managing emotions in building inter and intra personal relationships, leading to these professionals having greater effectiveness within the school. In our empirical research, we apply the “EQ-map” scale, which allowed us to evaluate the Emotional Quotient of a group of special education teachers specializing in mental and motor areas as well as visual and auditory disabilities. We also conducted interviews with the aim of realizing the special education teachers’ perceptions regarding emotional intelligence. The results are in line with those found through the questionnaire. In this sense, our main results show that in our sample emotional intelligence is located mostly in vulnerability levels and need for attention, which varies inversely with Life occurrences and general health and positively with the Quality of Life and Satisfaction, Relationship Quotient and Optimal Performance. This is a descriptive epidemiological, cross-sectional and correlational study.

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How to Cite
Campos, S., Martins, R., Alexandre Felizardo, S., Chaves, C., & Jales Ribeiro, E. (2014). Emotional intelligence of teachers: relevance to inclusive practices. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 6(1), 365–374. https://doi.org/10.17060/ijodaep.2014.n1.v6.756
Issue
Vol. 6 No. 1 (2014): PSYCHOLOGY AND MODERN WORLD
Section
Articles
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