scholarly journals Pengaruh Kepimpinan Instruksional, Kecerdasan Emosi dan Personaliti Guru Besar Terhadap Prestasi Kerja Guru Sekolah Rendah di Sabah

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 35-44
Author(s):  
Abdul Said Ambotang ◽  
Rosdah Herawaty Hamid
Keyword(s):  
Emotional Intelligence ◽  
Job Performance ◽  
Primary Schools ◽  
Rating Scale ◽  
Short Form ◽  
Instructional Management ◽  
Intelligence Scale ◽  
Emotional Quotient Inventory ◽  
Neo Five Factor Inventory ◽  
Trait Emotional Intelligence Questionnaire

Kajian ini bertujuan untuk mengenal pasti hubungan dan pengaruh kepimpinan instruksional, kecerdasan emosi dan persoaliti guru besar terhadap prestasi kerja guru sekolah rendah di negeri Sabah. Seramai 419 orang responden telah dipilih dalam kalangan guru dari lima puluh buah sekolah rendah di negeri Sabah yang dipilih secara rawak menggunakan kaedah pensampelan rawak berstrata. Data Kajian diperoleh menggunakan soal selidik tertutup mengandungi 88 item yang diubah suai daripada instrumen Principal Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) dan prestasi kerja oleh Iran Herman dan Fatimah Wati Halim. Data kajian dianalisis menggunakan perisian Statistical Packages For Social Sciences. Ujian Korelasi Pearson bagi ketiga-tiga variabel menunjukkan wujud hubungan signifikan secara positif dengan prestasi kerja guru. Analisis regresi menunjukkan ketiga-tiga variabel turut memberi pengaruh yang signifikan terhadap prestasi kerja guru. Berdasarkan data empirikal yang dibincangkan, kajian ini boleh dijadikan panduan oleh semua pihak yang terlibat secara langsung atau tidak langsung dalam bidang pendidikan dan penyelidikan dalam meningkatkan prestasi kerja guru di sekolah rendah. Abstract This study aimed to identify the relationship and effects of instructional leadership, emotional intelligence and headmaster’s personality towards primary schools teachers’ job performance in Sabah. A number of 419 respondents from 50 primary schools in Sabah were chosen randomly using Stratified Random Sampling method. The results gained using closed questionnaire that contained 88 items which was modified from Principal of Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) and job performance by Iran Herman and Fatimah Wati Halim. The data was analysed using Statistical Packages For Social Sciences. Thus, Pearson Correlation Test for the variables showed that there are significant positive connection with teacher’s job performance. The regression analysis also showed that all the variables has significantly affect the teacher’s job performance. In regard of the empirical data as discussed, this study could be used as a guide by party of interest in the field of educations or studies to improve teacher’s job performance in primary school. 

Emotional Intelligence and Job Performance of the Teaching Employees at University of Bohol, Tagbilaran City

2021 ◽  
Vol 9 (1) ◽  
pp. 101-127
Author(s):  
Joyce Marie T. Sumatra
Keyword(s):  
Emotional Intelligence ◽  
Job Performance ◽  
Survey Method ◽  
Full Time ◽  
Department Heads ◽  
Intelligence Scale ◽  
Self Evaluation ◽  
Evaluation Scores ◽  
The University ◽  
Overall Reliability

Emotional Intelligence (EI) is the ability to appraise and express one’s emotions, appraise and recognize the emotion of others, regulate one’s emotion, and use the emotion to facilitate one’s performance. Job performance of teaching employees refers to the instructional skills, personal & social qualities, educational leadership, and executive ability of the teachers, which is evaluated by the employees and their respective department/office head. This study was designed to examine the correlation between EI and job performance of the teaching employees. The study utilized a descriptive quantitative survey method using standardized questionnaires in gathering the data. The study respondents comprised 111 full-time teaching regular employees in different departments of the University of Bohol. This study used the Wong and Law Emotional Intelligence Scale with overall reliability between 0.77-0.91, which measured the EI of the respondents. Results displayed a significant positive correlation between EI and job performance. This study implies that as EI increases, the job performance of the teaching employees also increases. Moreover, the job performance between self-evaluation and office head evaluation does not significantly differ. This research indicates that the evaluation scores have no difference in how the teaching employees rated themselves and their respective office/department heads.

Perceived Parenting Styles and Emotional Intelligence Among Adolescents in Vietnam

2020 ◽  
Vol 28 (4) ◽  
pp. 441-454
Author(s):  
Quynh-Anh N. Nguyen ◽  
Thach D. Tran ◽  
Tu-Anh Tran ◽  
T. A. Nguyen ◽  
Jane Fisher
Keyword(s):  
Emotional Intelligence ◽  
Parenting Styles ◽  
Short Form ◽  
Well Being ◽  
Self Control ◽  
Multilevel Regression ◽  
Cross Sectional ◽  
Perceived Parenting ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Impact

Emotional intelligence (EI) has a significant role in psychological well-being and is affected by parenting styles. There is no evidence about this relationship in countries with the impact of Confucianism and feudalism, in which parents use authoritarian caregiving to foster their children. The aim of the current study was to examine the association between parenting styles and EI among Vietnamese adolescents. This is a cross-sectional school survey using multilevel regression analyses controlling for potential confounders and school cluster effects. The principal data sources were the Trait Emotional Intelligence Questionnaire—Adolescent Short Form, which has been translated into Vietnamese, and the locally validated Parental Bonding Instrument, which assesses three main parenting styles: warmth, overprotectiveness, and authoritarianism. Results from 1,593 students revealed that boys had significantly higher overall EI, Well-Being, and Self-Control subscale scores than girls. The warmth of parents during childhood was associated with higher EI, while overprotectiveness and authoritarianism from mothers were associated with lower EI among adolescents. This study supports the impact of parenting styles on EI. The warmth and care from both mother and father will benefit the emotional development of their children in Vietnam.

The Psychometric Properties of the French Version of the Trait Emotional Intelligence Questionnaire–Child Short Form

2017 ◽  
Vol 37 (3) ◽  
pp. 293-306 ◽  
Author(s):  
C. Stassart ◽  
A.-M. Etienne ◽  
O. Luminet ◽  
I. Kaïdi ◽  
M. Lahaye
Keyword(s):  
Emotional Intelligence ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
Short Form ◽  
Childhood Anxiety ◽  
Sensitivity Index ◽  
Trait Emotional Intelligence ◽  
French Version ◽  
Significant Difference ◽  
Trait Emotional Intelligence Questionnaire

The psychometric properties of the French version of the Trait Emotional Intelligence Questionnaire–Child Short Form (TEIQue-CSF) were investigated in a sample of 556 children 9 to 13 years of age. The internal consistency and temporal stability were satisfactory. A significant difference for gender, but not for age, was observed. With regard to the factor structure, the best fit was found for a two-factor solution, emotion control and socioemotionality. Regarding convergent validity, positive correlations were found with the total and all except one-factor scores of the Emotion Awareness Questionnaire score (EAQ30). Evidences of concurrent validity were demonstrated, with negative correlations with State-Trait Anxiety Inventory for Children (STAIC) and childhood anxiety sensitivity index (CASI). Results also showed a positive correlation with Children’s Social Desirability Scale (CSD). In conclusion, these findings provide additional support for the use of the TEIQue-CSF for researchers and practitioners who want to assess emotion-related constructs in children.

Reliability and Validity Testing of the Trait Emotional Intelligence Questionnaire-Short Form to Predict Nurses’ Job Satisfaction

2020 ◽  
pp. JNM-D-19-00029
Author(s):  
Mohamed Al Hosani ◽  
Alessandro Lanteri ◽  
Ross Davidson
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
United Arab Emirates ◽  
Short Form ◽  
Reliability And Validity ◽  
Trait Emotional Intelligence ◽  
Turnover Rates ◽  
Validity And Reliability ◽  
Satisfaction Scale ◽  
Trait Emotional Intelligence Questionnaire

Background and PurposeAssessing factors related to nurses’ job satisfaction may help to address nursing shortages and high turnover rates. Job satisfaction is complicated and may be related to several issues, including trait emotional intelligence. This study examined the reliability and validity of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) in a sample of nurses working in the United Arab Emirates, and tested its ability to predict job satisfaction.MethodsThe TEIQue-SF was tested against its original long form and as a predictor of the Nurse Satisfaction Scale.ResultsThe TEIQue-SF showed acceptable reliability at factor and global levels and a medium positive correlation with job satisfaction.ConclusionThe TEIQue-SF showed acceptable validity and reliability.

A Study on the Relationship between Academic Delay of Gratification and Emotional Intelligence in Professional Courses Students

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Rajib Chakraborty ◽  
V. Chitra Lekha
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Delay Of Gratification ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship ◽  
Education Courses ◽  
Academic Delay Of Gratification

The present study is an attempt to examine the relationship between academic delay of gratification and emotional intelligence in professional courses students. Sample for the study includes 136 urban students ( 99 boys and 37 girls ) from Engineering, Pharmacy, Law and Education courses of Sultan Ul Uloom Education Society, Banjara Hills, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using Academic Delay of Gratification Scale (ADOGS) for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue- ASF), prepared by Petrides, K. V. and Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated for the level of significance α at 0.05, using SPSS Statistics Ver.23. Power analysis using G Power Software is used to reveal the minimum sample size to 112 for effect size 0.3 and power 0.9. The findings of the study reveal positive in nature, moderate in strength and highly significant relationship between the variables. No role of gender is found. Educational implications are discussed.

Emotional Intelligence Subscales: Are They Correlated with Child Anxiety and Behavior in the Dental Setting?

2013 ◽  
Vol 38 (1) ◽  
pp. 61-66 ◽  
Author(s):  
NA Aminabadi ◽  
ZE Adhami ◽  
SG Oskouei ◽  
E Najafpour ◽  
Z Jamali
Keyword(s):  
Emotional Intelligence ◽  
Stress Management ◽  
Rating Scale ◽  
Child Anxiety ◽  
Anxiety Score ◽  
Dental Procedures ◽  
Emotional Quotient Inventory ◽  
Dental Setting ◽  
Affective Information ◽  
And Behavior

Objectives: The present study aimed at evaluating the correlation between emotional intelligence subscales and child's anxiety and behavior in the dental setting. Study design: The study included 123 children aged 7-12 years, who were scheduled to attend two consecutive sessions. In the first session, the Bar-On Emotional Quotient Inventory: Youth Version (Bar-on EQ-I: YV) was administered to participants. The anxiety and behavior in children was evaluated during similar dental procedures in the second session using the Clinical Anxiety Rating Scale and the Frankl scale, respectively. Results: 23 children were eliminated from the study, leaving 100 participants (47 boys and 53 girls) with a mean age of 9.32 ± 1.59 years for study. There were statistically significant positive correlations between Frankl score and EQ total score (p<0.001), interpersonal scale (p<0.001), intrapersonal scale (p<0.001), stress management (p=0.03) and adaptability scale (p<0.001). Significant negative correlations were found between anxiety score and, EQ total score (p<0.001), interpersonal scale (p<0.001), intrapersonal scale (p<0.001), and adaptability scale (p<0.001). Anxiety and stress management were not correlated (p=0.16). Total EQ and EQ subscales can predict significance variance of Frankl score (p<0.05) and anxiety score (p<0.05) without confounding effect of age and sex (p>0.05). Conclusions: The results provide evidence that children with higher total EQ as well as higher scores of intrapersonal, interpersonal, adaptability and stress management scales can generally be flexible and effective in coping in the dental setting. Higher score in stress management subscale seems to be related to better control over affective information including anxiety compared with other subscales in stressful situations. Overall, they behave and cooperate better than children with lower scores.

scholarly journals Trait Emotional Intelligence Questionnaire–Adolescent Short Form: A Psychometric Investigation in Greek Context

2017 ◽  
Vol 36 (5) ◽  
pp. 436-445 ◽  
Author(s):  
Maria Stamatopoulou ◽  
Petros Galanis ◽  
Foteini Tzavella ◽  
K. V. Petrides ◽  
Panagiotis Prezerakos
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Reliability And Validity ◽  
Self Report ◽  
Trait Emotional Intelligence ◽  
Personal Strengths ◽  
Good Internal Consistency ◽  
Trait Emotional Intelligence Questionnaire ◽  
Psychometric Investigation ◽  
Core Self

This article aims to investigate the reliability and validity of the Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue-ASF) score in a sample of 440 Greek adolescents. The instrument’s score demonstrated good internal consistency and was significantly correlated with core self-evaluations as well with somatic complaints, self-report psychopathology, and personal strengths. It also explained a statistically significant increase in the prediction of outcome variables beyond core self-evaluations. It is concluded that the findings of the present study provide evidence that support the interpretation and use of the TEIQue-ASF score to assess the emotional self-perceptions of Greek adolescents.

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