Leicester Research Archive >
College of Social Science >
Education, School of >
Theses, School of Education >
Please use this identifier to cite or link to this item:
|Title: ||Developing Emotional Intelligence Competencies in Teachers through Group-Based Coaching|
|Authors: ||Dolev, Niva|
|Supervisors: ||Comber, Christopher|
|Award Date: ||1-Oct-2012|
|Presented at: ||University of Leicester|
|Abstract: ||Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success.
The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool.
Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process.
The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.|
|Rights: ||Copyright © the author, 2012|
|Appears in Collections:||Leicester Theses|
Theses, School of Education
Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.