The Role of Emotional Intelligence and Self-Efficacy of Teachers

Abstract

Background and Objective: the role of education and teachers is undeniable in human societies. The theories of emotional intelligence and self-efficacy assume that beliefs of individuals on their skills and abilities optimally influence their performance and enable them to take the best decision on the most difficult conditions and unpredictable situations. The purpose of this study was to examine the role of EI and self-efficacy of teachers. Materials and Methods: this study used a descriptive-correlational methodology. The samples included 345 teachers who were selected by proportional-to-size stratified sampling by Cochran’s formula. Bar-On’s EQ-i and Schwartzer’s GSE were used to evaluate teachers. Results: data analysis and statistical calculations revealed a significant and positive correlation between EI and self-efficacy of teaches. On the other hand, EI and self-efficacy of teachers considerably influence students. Conclusion: as the findings suggest that, positive teacher-student interactions reduce the symptoms of disorders and behavioral problems of students. Primary school teaching is the most important profession in the world; thus, teaching is a great responsibility which should not be considered as a mere job.

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Review of European Studies; Vol. 8, No. 3; 2016
ISSN 1918-7173 E-ISSN 1918-7181
Published by Canadian Center of Science and Education
72
The Role of Emotional Intelligence and Self-Efficacy of Teachers
Shiva Masoumparast1,2
1 Department of psychology, Ayatollah Amoli science & research Branch, Islamic Azad University, Amol, Iran
2 Research expert of Education and training, Tehran, Iran
Correspondence: Shiva Masoumparast, P. C: 16496-86411, Tehran, Iran. E-mail: Masoum1@ymail.com
Received: January 26, 2016 Accepted: March 18, 2016 Online Published: June 13, 2016
doi:10.5539/res.v8n3p72 URL: http://dx.doi.org/10.5539/res.v8n3p72
Abstract
Background and Objective: the role of education and teachers is undeniable in human societies. The theories of
emotional intelligence and self-efficacy assume that beliefs of individuals on their skills and abilities optimally
influence their performance and enable them to take the best decision on the most difficult conditions and
unpredictable situations. The purpose of this study was to examine the role of EI and self-efficacy of teachers.
Materials and Methods: this study used a descriptive-correlational methodology. The samples included 345
teachers who were selected by proportional-to-size stratified sampling by Cochran’s formula. Bar-On’s EQ-i and
Schwartzer’s GSE were used to evaluate teachers. Results: data analysis and statistical calculations revealed a
significant and positive correlation between EI and self-efficacy of teaches. On the other hand, EI and
self-efficacy of teachers considerably influence students. Conclusion: as the findings suggest that, positive
teacher-student interactions reduce the symptoms of disorders and behavioral problems of students. Primary
school teaching is the most important profession in the world; thus, teaching is a great responsibility which
should not be considered as a mere job.
Keywords: emotional intelligence, self-efficacy, positive teacher-student interactions
1. Introduction
Schools are of great importance as a critical social system. Since a significant portion of the educational
activities happens in schools, teachers as the main factors are involved in the development of children. Teachers
play a key role in academic success of children, as parents do. One of the most important factors of success is
how teachers deal with students on the first days of school and their familiarity with multiple factors used to
improve student behavior. In order to achieve its goals, the educational system requires efficient, committed,
caring and hardworking teachers (Bakhshi-Soureshjani, 2012). Besides high intelligence quotient, there are other
factors involved in professional success; these factors include emotional intelligence and self-efficacy. By
controlling themselves and their emotions, teachers can understand the students better and communicate with
them wisely and skillfully.
1.1 Emotional Intelligence
Emotional Intelligence (EI) refers to a series of abilities, capabilities and skills related to perception,
understanding, reasoning and management of emotions (Mayer & Salovey, 1997). EI involves the recognition of
emotions and employment of those emotions for adoption of right decisions in life and in human relationships,
understanding of self and others, self-control and domination over immediate demands, empathy with others and
positive employment of emotions (Akbarzadeh, 2004; Vidyarthi et al., 2014; Karimi et al., 2014). EI refers to the
ability of effective management of mood and impulse control at the time of frustration and disappointment
resulting from failure (Goleman, 1995). EI refers to the ability to get along with people, inhibit emotions in
human relations and encourage or direct others (Goleman, 1995). Furthermore, EI allows significant
relationships in workplace and facilitates the exchange of positive feelings by coordinating emotions (Goleman,
1995).
1.2 Self-Efficacy
Self-efficacy is one of the key variables of Bandura’s social cognitive theory and one of the most important
components of success in the field of positive psychology. Self-efficacy is an important factor for successful
performance. Self-efficacy ensures one’s ability to control thoughts, feelings and activities. Self-efficacy

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involves one’s beliefs about his capabilities (Baron et al., 2016; Halper & Vancouver, 2016). Self-efficacy is a
productive power by which cognitive, social, emotional and behavioral skills are organized effectively to achieve
different goals. Therefore, self-efficacy influences the consequence of actions and situations which will happen
in the future (Bandura, 1997; Baron et al., 2016). Thus, effective performance requires both skills and belief in
the ability to perform those skills (Bandura, 1997).
1.3 Theoretical Framework
The purpose of theoretical framework is to review the theories of scientists and researchers and to examine the
relationship between EI and self-efficacy of teachers. One of the very important factors in the success of teachers
is how they deal with students and familiarity with multiple factors. In the teaching profession, teachers need to
establish mental and human relations based on EI by their self-efficacy. Teachers need high EI and positive
self-efficacy to succeed in their profession and establish effective, constructive and supportive relations
involving all social and emotional aspects of healthy relationships. It will be costly if teachers ignore supportive
good relations with students. The conceptual model as shown in Figure 1 and Table 1 is developed based on the
hypothesis.
Figure 1. Conceptual model
Table 1. Analytical model
Axes Variable Parameter Goal
Teacher Interaction High EI To provide supportive atmosphere
to develop abilities of students
Improve performance
of students
Student Positive self-efficacy
2. Materials and Methods
This study is an applied research using descriptive correlational methodology to collect data. Considering the
fact that the objective of this study is practical application of knowledge, an applied methodology was used.
Descriptive research includes methods whose purpose is to describe the conditions or phenomena studied. This
study collected data on the effect of EI and its relationship with self-efficacy of teachers in Tehran.
2.1 Population and Sample
The studied population included 3,433 primary school teachers (3,239 female and 194 male) during 2013-2014.
The sample size (345) was determined by Cochran formula. For sampling, schools existing in Tehran were first
distributed in 5 categories based on 19 districts where schools were located. The first category included
northeastern schools (districts 1, 3, 4 and 8); second category included northwestern schools (districts 2, 5, 9 and
10); the third category included central schools (districts 6, 7, 11 and 12); the fourth category included southeast
schools (districts 13, 14 and 15); the fifth category included southwestern schools (districts 16, 17, 18 and 19)
(Table 2).

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Table 2. Number of teachers selected from different districts by Cochran formula
Category Geography Districts NO.
First Northeast Eight (25)-Four (37)-Three (14)-one (20) 96
Second Northwest Ten (11)-Nine (14)-five (34)-two (26) 85
Third Central Twelve (14)-Eleven (11)-seven (11)-six (9) 45
Fourth Southeast Fifteen (28)-Fourteen (21)-Thirteen (10) 59
Fifth Southwest Nineteen (16)-eighteen (20)-Seventeen (12)-Sixteen (12) 60
Table 3. The demographics of teachers
Educational Degree Experience Age Sex
% NO. % NO. % NO. % NO.
Diploma 13 47 <5 17 60 <30 24 84 Female 94 324
Associate 17 58 5-10 42 145 30-35 42 144 Male 6 20
BA 61 210 10-15 22 76 35-40 19 67
MA 9 30 15-20 6 20 40-45 8 26
>20 13 44 45-50 2 7
>50 5 17
2.2 Materials
Bar-On’s Emotional Quotient Inventory (EQ-i) was used to determine EI of teachers. This inventory includes 90
questions in 15 items. EQ-i was standardized by Samouei (2003) in Iran. He reported the Cronbach’s alpha
(0.93). In the present study, the reported reliability (0.92) was determined by split-half method; the Cronbach’s
alpha and Spearman-Brown correlation coefficient were equal to 1 and 0.92, respectively. In this study, validity
was determined by construct validity. The inventory is scored on a 5-point Likert scale from 1 to 5 (strongly
agree, agree, neither agree nor disagree, disagree and strongly disagree). The minimum, average and maximum
scores are 90, 45 and 270, respectively. Schwartz’s General Self-Efficiency (GSE) scale was used to measure
self-efficiency of teachers. GSE was developed by Schwartz and Jerusalem (1995). GSE contains 10 questions
which measure self-efficacy based on attitude of the subjects. Subjects respond to the questions on a 4-point
Likert scale (strongly disagree=1 and strongly agree=4). The scale has 10 multiple-choice questions ranging
from 1 to 4. The minimum and maximum scores are 10 and 40, respectively. In this study, reliability (0.73) was
reported by split-half method. Cronbach’s alpha and Spearman-Brown coefficient were equal to 1 and 0.74,
respectively.
The hypothesis: there is a significant relationship between EI and self-efficacy of teachers.
3. Results
The mean of EI and self-efficacy of teachers was measured to examine the hypothesis.

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Table 4. Comparison of EI and self-efficacy of teachers
Category District EI Self-efficacy
Maximum Minimum Maximum Minimum
First
One 424 395 39 37
Three 408 397 39 37
Four 420 394 38 37
Eight 439 402 40 37
Second
Two 444 395 40 37
Five 441 390 40 35
Nine 443 410 40 37
Ten 440 395 40 37
Third
Six 437 395 40 36
Seven 449 392 40 36
Eleven 433 390 39 35
Twelve 399 392 37 36
Fourth
Thirteen 409 390 37 35
Fourteen 429 390 39 35
Fifteen 415 391 38 36
Fifth
Sixteen 409 390 37 35
Seventeen 419 390 38 35
Eighteen 410 391 38 36
Nineteen 438 391 40 36
Then, descriptive statistics were obtained for EI and self-efficacy of teachers in general (Table 5).
Table 5. Descriptive statistics of EI and self-efficacy of teachers in general
Descriptive statistics
Mean Standard deviation Number
EI 405.42 14.295 345
Efficacy 37.2551 1.14825 345
To examine the relationship between EI and self-efficacy, distribution of two variables was plotted in a
scatterplot (Figure 2) and a linear plot (Figure 3).

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Figure 2. Distribution of EI and self-efficacy
Figure 3. Distribution and linear relationship between EI and self-efficacy
Positive sign of correlation coefficient gives important information about the slope of the regression line (the
best straight line which passes through the scatterplot). The positive correlation coefficient means that the slope
of the regression line extends from bottom left to top right.
By calculating the correlation between EI and self-efficacy of teachers, it can be concluded that there is a very
high correlation between variables. Because of the strong positive relationship between the two variables, the
covariance value is positive (Table 6).

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Table 6. Correlation between EI and self-efficacy of teachers
Correlations
Self-efficacy EI
EI
0.914** 1 Pearson coefficient
0.000 Sig.
5161.014 70298.058Sum of multiplicands
15.003 204.355 Covariance
345 345 Number
1 0.914** Pearson coefficient
Self-efficacy
0.000 Sig.
453.554 5161.014 Sum of multiplicands
1.318 15.003 Covariance
345 345 Number
** Significant correlation in 0.01.
3.1 Calculation of Regression or Regression Line Equation
Table 7 reports the regression coefficient, coefficient of determination (R2), adjusted R2 and standard deviation
of errors. R2 indicates the extent to which variations in the dependent variable are influenced by the independent
variable and other factors. R2 varies from 0 and 1; here, R2=0.83. According to R2, there is a high correlation
between EI and self-efficacy. Standard deviation of errors represents the distribution of points around the
regression line; the regression model will be more reliable when standard deviation is less than the dependent
variable. Table 8 lists the results of ANOVA, which evaluates the overall accuracy of regression equation,
residual values and the predicted values. In this table, F-value is obtained by dividing the variance explained by
the regression line on the variance unexplained by the regression line. Considering sig=0 which is <0.05, the
overall accuracy of the model is confirmed. Table 9 shows the coefficients of the regression equation and their
significance.
Table 7. Regression coefficient, R2 and standard deviation
Standard error of estimation and standard deviationAdjusted R2R2 Coefficientof correlation Model 1
0.46652 0.835 0.8350.914a 1
Table 8. ANOVA
Sig. F-value Mean of squaresDegrees of freedomSum of squares Model
0.000b 1740.930 378.902 1 378.902 Regression
0.218 343 74.652 Residual
344 453.554 Total
Table 9. Coefficients of regression equation and their significance
Sig. T Standardized coefficients Non-standardized coefficients Model
Beta The estimated standard deviation Beta
0.000 10.494 0.714 7.491 Constant
0.000 41.724 0.914 0.003 0.073 EI

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4. Discussion
This study showed that the teaching profession requires a high EI to be effective in personal and professional
success. According to the results, the EI of 345 teachers varied from 390 at minimum to 449 at maximum (mean
= 405.42) and self-efficacy of these teachers varied from 35 at minimum to 40 at maximum (mean = 37). Higher
self-efficacy is associated with higher efficiency. High EI of the teachers can play a key role in the
communication with students in first days of school. Therefore, higher EI is associated with higher self-efficacy
and vice versa. This is consistent with Beykzad (2012), Jafari-malek (2012), Ahadi et al. (2009), Padashi (2009),
Chesnut and Cullen (2014), Jha and Singh (2012), Yazic (2011), Samuel Salami (2007) and (2010), Rathi and
Rastogi (2008), Defabio and Palazzeschi (2008), Chan (2008), Huang (2007), Penrose et al. (2007). The results
indicate a significant relationship between EI and self-efficacy of teachers. This is consistent with Soleimani and
Hoveyda (2009), Aghdami-Baher et al. (2009). The results indicate a positive relationship between EI and
self-efficacy of teachers, which is not consistent with existing literature. These findings also support many
previous studies on the relationship between EI and some outputs of obvious external behavior including
self-effectiveness, performance self-efficacy and productivity. Moreover, findings are consistent with Jerusalem
and Klein Hessling (1997). These studies emphasized the effects of EI on communication skills and ethical
behaviors which underlie interpersonal relationships. By definition, the increased control on emotions leads to
realization; proper realization leads to better ways to deal with realities, which provides the context for optimal
performance. In this case, feedbacks will be positive whereby confidence will be improved. Consistent with
cognitive theories of Bandura, this will form belief system in one’s abilities and improves self-efficacy.
5. Conclusion
The results show a significant relationship between EI and self-efficacy of teachers. EI involves a series of
interconnected skills for accurate perception, assessment and expression of emotions, access to feelings to
facilitate thinking, the ability to understand emotions and emotional knowledge as well as the ability to regulate
emotions to promote emotional and rational growth. Self-efficacy beliefs determine how people think, how they
deal with problems, decide and behave. Emotional skills play a critical role in working life of people,
particularly teachers. These skills can considerably influence their success and generally education system,
because schools are the bridges between home and society and play the most important role in the transmission
of values of society to families. Primary school is the first social experience of children. Teachers are the second
most important factor, following family, to form the characteristics of children in different aspects and reduce or
eliminate behavioral problems.
6. Limitations
For teachers, a large part of professional success depends on emotional skills. Now, there are academic interests
in these skills for managers, employees, entrepreneurs and learners; however, this has been neglected in the
Iranian education system.
This study was conducted in Tehran; caution is required when generalizing the results to other cultural and
geographic areas.
7. Remarks
Leaders of the education system are recommended to consider in-service courses on EI training for both novice
and experienced teachers to deal with unseen situations which require higher emotional adjustment more
reasonably and rationally.
The Department of Education is recommended to promote self-efficacy of teachers by providing available
targets, replacing unsuccessful experiences by successful experiences and improving confidence.
In addition to improving the ability to identify and manage emotions, training courses emphasize on
understanding and predicting the emotions.

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