Research Article
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Year 2024, Volume: 8/1, 92 - 128, 07.11.2023

Abstract

References

  • Alam, A., & Ahmed, M. (2018). The role of teachers' emotional intelligence in enhancing student achievement. Journal of Asia Business Studies, 12(1), 31-43.
  • Amholt, T. T., Dammeyer, J., Carter, R., & Niclasen, J. (2020). Psychological wellbeing and academic achievement among school-aged children: A systematic review. Child Indicators Research, 13, 1523-1548.
  • Aygun, H. E. (2019). Birinci sınıf öğrencilerinin okula uyumları ve okuma-yazma becerilerinin kazanımı [First grade students school adjustment and their acquisition of reading and writing]. Akdeniz Egitim Arastirmalari Dergisi, 13(27), 521-537. doi: 10.29329/mjer.2019.185.24
  • Bennett, S. D., Bendersky, M., & Lewis, M. (2005). Antecedents of emotion knowledge: Predictors of individual differences in young children. Cognition and Emotion, 19(3), 375-396.
  • Brackett, A. M., Palomera, R., Mojsa-Kaja, J., Reyes, R. M., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417.
  • Brown, L. A., Myers, J., & Collins, D. (2021). How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching. Educational Studies, 47(1), 38-58. DOI: 10.1080/03055698.2019.1651696
  • Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25, 166-176.
  • Cansoy, R., Parlar, H., & Türkoğlu, E. M. (2020). A predictor of teachers' psychological well-being: Teacher self-efficacy. International Online Journal of Educational Sciences, 12(4), 41-55.
  • Cantrell, C. S., Almasi, F. J., Carter, C. J., & Rintamaa, M. (2013). Reading intervention in middle and high schools: Implementation fidelity, teacher efficacy, and student achievement. Reading Psychology, 34, 26-58. DOI: 10.1080/02702711.2011.577695.
  • Chan, W. D. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22,1042-1054.
  • Chan, W. D. (2008). Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. Educational Psychology, 28(4), 397-408.
  • Crnic, K., & Lamberty, G. (1994). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development, 5(2), 91-105.
  • Croninger, R., Rice K. J., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312–324.
  • Curci, A., Lanciano, T., & Soleti, E. (2014). Emotions in the classroom: The role of teachers' emotional intelligence ability in predicting students' achievement. The American Journal of Psychology, 127(4), 431-445.
  • Çökük, K., & Kozikoğlu, İ. (2020). A correlational study on primary school students' school readiness and adaptation problems. International Online Journal of Education and Teaching (IOJET), 7(2), 523-535. http://iojet.org/index.php/IOJET/article/view/831
  • Dağlı, E., & Kalkan F. (2021). The relationship between empowering leadership behaviors of school principals and teachers’ self-efficacy perceptions and job satisfaction. Education and Science, 46(208), 105-123. DOI: 10.15390/EB.2021.10083
  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89.
  • Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2
  • Ellsworth, J., & Ames, J. Z. (1998). Critical perspective on Project Head Start. University of New York Press.
  • Eren, E., Ergun, E., & Atıntaş, C. (2009). The relationship between school success and the emotional intelligence of primary school headmasters and teachers. The Journal of American Academy of Business, 15(1), 224-228.
  • Gencer, S. A., & Cakiroglu, J. (2007). Turkish preservice science teacher efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675.
  • Ghaith, G., & Yaghi, H. (1997). Relationship among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
  • Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers’ emotional intelligence in their success. ELT Journal, 64(4), 424-434.
  • Goble, P., Sandilos, E. L., & Pianta, C. R. (2019). Gains in teacher -child interaction quality and children's school readiness skills: Does it matter where teachers start? Journal of School Psychology, 73, 101-113. https://doi.org/10.1016/j.jsp.2019.03.006
  • Goddard, D. R., Hoy, K. W., & Hoy, W. A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
  • Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21, 431–54.
  • Jeon, L., Buettner, K. C., & Grant, A. A. (2018). Early childhood teachers' psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69. https://doi.org/10.1080/10409289.2017.1341806
  • Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58-67.
  • Khamis, H., & Kepler, M. (2010). Sample size in multiple regression: 20 + 5k. Journal of Applied Statistical Science, 17, 505-517.
  • Kiuru, N., Aunola, K., Torppa, M., Lerkanen M., Poikkeus, A., Niemi, P., Viljaranta, J., Lyyra, A., Leskinen, E., Tolvanen, A., & Nurmi, J. (2012).The role of parenting styles and teacher interactional styles in children’s reading and spelling development. Journal of School Psychology, 50, 799–823.
  • Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471-484.
  • Koles, B., O’Connor, E. E., & Collins, B. A. (2013). Associations between child and teacher characteristics and quality of teacher–child relationships: The case of Hungary. European Early Childhood Education Research Journal, 21(1), 53–76. doi:10.1080/1350293X.2012.760337
  • Kotaman, H. (2016). Turkish early childhood teachers’ emotional problems in early years of their professional lives. European Early Childhood Education Research Journal, 24(3), 365-381. DOI: 10.1080/1350293X.2014.970849
  • Kruse, J., Henning, J., Wilcox, J., Carmen, K., Patel, N., & Seebach, C. (2021). Investigating the correlation between preservice elementary teachers’ self-efficacy and science teaching practices. Journal of Science Teacher Education, 32(4), 469-479. DOI: 10.1080/1046560X.2020.1861767
  • Levenstein, P., Levenstein, S., & Oliver, D. (2002). First grade school readiness of former child participants in a South Carolina replication of the Parent-Child Home Program. Applied Developmental Psychology, 23, 331-353.
  • MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83–104. https://doi.org/10.1037/1082-989X.7.1.83
  • Martel, S. J. M., & Santana, M. D. J. (2021). The mediating effect of university teaching staff's psychological well-being between emotional intelligence and burnout. Psicologia Educativa, 27(3), 145-153. ttps://doi.org/10.5093/psed2021a12
  • Marti. M., Melvin, S., Noble, G. K., & Duch, H. (2018). Intervention fidelity of getting ready for school: Associations with classroom and teacher characteristics and preschooler's school readiness skills. Early Childhood Research Quarterly, 44, 55-71. https://doi.org/10.1016/j.ecresq.2018.02.010
  • Mashburn, J. A., Pianta, C. R., Hamre, K. B., Downer, T. J., Barbarin, A. O., Bryant, D., Burchinal, M., & Early, M. D. (2008). Measures of classroom quality in prekindergarten in children's development of academic, language, and social skills. Child Development, 79(3), 732-749.
  • Mayes, D. J., Salovey, P., & Caruso, R. D. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-205.
  • Mayes, D. J., Caruso, R. D., & Salovey, P. (2000). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298.
  • McLennan, P. M. D. (2009). Ten ways to create a more democratic classroom. Young Children, 64(4), 100-101.
  • McNally, S., & Slutsky, R. (2018). Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings. Early Child Development and Care, 188(5), 508-523. DOI: 10.1080/03004430.2017.1417854
  • Merida-Lopez, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121- 130. http://dx.doi.org/10.1016/j.ijer.2017.07.006
  • Midgley, C., Feldlaufer, H., & Eccles, S. J. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247-258.
  • Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters? Journal of Classroom Interaction, 37(2), 3-15.
  • Nation Institute of Child Health and Human Development [NICHD]. (2002). Early child care and children's development prior to school entry: Results from the NICHD study of early child care. American Educational Research Journal, 39(1), 133-164.
  • Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360.
  • Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioral validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17, 39-57.
  • Pozo-Rico, T., & Sandoval, I. (2020). Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency? Frontiers in Psychology, 10, Article 2976. doi: 10.3389/fpsyg.2019.02976
  • Pianta, R. C., Whittaker, E. J., Vitiello, V., Ruzek, E., Ansari, A., Hofkens, T., & DeCoster, J. (2020). Children's school readiness skills across the pre-K year: Asso-ciations with teacher-student interactions, teacher practices, and exposure to academic content. Journal of Applied Developmental Psychology, 66, Article 101084. https://doi.org/10.1016/j.appdev.2019.101084
  • Plastsidou, M. (2010). Trait emotional intelligence of Greek special education teachers in relation to burnout and job satisfaction. School Psychology International, 31(1), 60-75.
  • Ramey, T. C., & Ramey, L. S. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50(4), 471-491.
  • Russo, M. P., Mancini, G., Trombini, E., Baldaro, B., Mavrovelli, S, & Petrides, K. V. (2011). Trait emotional intelligence and the Big Five: A study on Italian children and preadolescents. Journal of Psychoeducational Assessment, 30(3), 274-283. DOI: 10.1177/0734282911426412
  • Salgado, R., Mundy, M.-A., Kupczynski, L., & Challoo, L. (2018). Effects of teacher efficacy, certification route, content hours, experiences and class size on student achievement. Journal of Instructional Pedagogies, 21, 1-18.
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IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS

Year 2024, Volume: 8/1, 92 - 128, 07.11.2023

Abstract

The purpose of the study was to examine impact of early childhood teachers’ emotional intelligence, efficacy and psychological well-being levels on children’s academic and socio-emotional school readiness. Thirty-six teachers from twenty different kindergartens and 95 children (students) participated the study. The findings revealed the direct positive impact of teacher psychological well-being, and emotional intelligence on young children’s academic school readiness. Teachers’ psychological wellbeing played mediator role between teacher efficacy and children’s academic school readiness. Teacher efficacy and psychological well-being had a direct effect on young children’s social-emotional school readiness. Teacher’s emotional intelligence was not a significant predictor of children’s social-emotional school readiness. Although teacher efficacy, emotional intelligence and psychological well-being was related to each other only for academic school readiness teacher efficacy mediated by psychological well-being in other cases they acted independently.

References

  • Alam, A., & Ahmed, M. (2018). The role of teachers' emotional intelligence in enhancing student achievement. Journal of Asia Business Studies, 12(1), 31-43.
  • Amholt, T. T., Dammeyer, J., Carter, R., & Niclasen, J. (2020). Psychological wellbeing and academic achievement among school-aged children: A systematic review. Child Indicators Research, 13, 1523-1548.
  • Aygun, H. E. (2019). Birinci sınıf öğrencilerinin okula uyumları ve okuma-yazma becerilerinin kazanımı [First grade students school adjustment and their acquisition of reading and writing]. Akdeniz Egitim Arastirmalari Dergisi, 13(27), 521-537. doi: 10.29329/mjer.2019.185.24
  • Bennett, S. D., Bendersky, M., & Lewis, M. (2005). Antecedents of emotion knowledge: Predictors of individual differences in young children. Cognition and Emotion, 19(3), 375-396.
  • Brackett, A. M., Palomera, R., Mojsa-Kaja, J., Reyes, R. M., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417.
  • Brown, L. A., Myers, J., & Collins, D. (2021). How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching. Educational Studies, 47(1), 38-58. DOI: 10.1080/03055698.2019.1651696
  • Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25, 166-176.
  • Cansoy, R., Parlar, H., & Türkoğlu, E. M. (2020). A predictor of teachers' psychological well-being: Teacher self-efficacy. International Online Journal of Educational Sciences, 12(4), 41-55.
  • Cantrell, C. S., Almasi, F. J., Carter, C. J., & Rintamaa, M. (2013). Reading intervention in middle and high schools: Implementation fidelity, teacher efficacy, and student achievement. Reading Psychology, 34, 26-58. DOI: 10.1080/02702711.2011.577695.
  • Chan, W. D. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22,1042-1054.
  • Chan, W. D. (2008). Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. Educational Psychology, 28(4), 397-408.
  • Crnic, K., & Lamberty, G. (1994). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development, 5(2), 91-105.
  • Croninger, R., Rice K. J., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312–324.
  • Curci, A., Lanciano, T., & Soleti, E. (2014). Emotions in the classroom: The role of teachers' emotional intelligence ability in predicting students' achievement. The American Journal of Psychology, 127(4), 431-445.
  • Çökük, K., & Kozikoğlu, İ. (2020). A correlational study on primary school students' school readiness and adaptation problems. International Online Journal of Education and Teaching (IOJET), 7(2), 523-535. http://iojet.org/index.php/IOJET/article/view/831
  • Dağlı, E., & Kalkan F. (2021). The relationship between empowering leadership behaviors of school principals and teachers’ self-efficacy perceptions and job satisfaction. Education and Science, 46(208), 105-123. DOI: 10.15390/EB.2021.10083
  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89.
  • Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2
  • Ellsworth, J., & Ames, J. Z. (1998). Critical perspective on Project Head Start. University of New York Press.
  • Eren, E., Ergun, E., & Atıntaş, C. (2009). The relationship between school success and the emotional intelligence of primary school headmasters and teachers. The Journal of American Academy of Business, 15(1), 224-228.
  • Gencer, S. A., & Cakiroglu, J. (2007). Turkish preservice science teacher efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675.
  • Ghaith, G., & Yaghi, H. (1997). Relationship among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
  • Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers’ emotional intelligence in their success. ELT Journal, 64(4), 424-434.
  • Goble, P., Sandilos, E. L., & Pianta, C. R. (2019). Gains in teacher -child interaction quality and children's school readiness skills: Does it matter where teachers start? Journal of School Psychology, 73, 101-113. https://doi.org/10.1016/j.jsp.2019.03.006
  • Goddard, D. R., Hoy, K. W., & Hoy, W. A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
  • Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21, 431–54.
  • Jeon, L., Buettner, K. C., & Grant, A. A. (2018). Early childhood teachers' psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69. https://doi.org/10.1080/10409289.2017.1341806
  • Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58-67.
  • Khamis, H., & Kepler, M. (2010). Sample size in multiple regression: 20 + 5k. Journal of Applied Statistical Science, 17, 505-517.
  • Kiuru, N., Aunola, K., Torppa, M., Lerkanen M., Poikkeus, A., Niemi, P., Viljaranta, J., Lyyra, A., Leskinen, E., Tolvanen, A., & Nurmi, J. (2012).The role of parenting styles and teacher interactional styles in children’s reading and spelling development. Journal of School Psychology, 50, 799–823.
  • Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471-484.
  • Koles, B., O’Connor, E. E., & Collins, B. A. (2013). Associations between child and teacher characteristics and quality of teacher–child relationships: The case of Hungary. European Early Childhood Education Research Journal, 21(1), 53–76. doi:10.1080/1350293X.2012.760337
  • Kotaman, H. (2016). Turkish early childhood teachers’ emotional problems in early years of their professional lives. European Early Childhood Education Research Journal, 24(3), 365-381. DOI: 10.1080/1350293X.2014.970849
  • Kruse, J., Henning, J., Wilcox, J., Carmen, K., Patel, N., & Seebach, C. (2021). Investigating the correlation between preservice elementary teachers’ self-efficacy and science teaching practices. Journal of Science Teacher Education, 32(4), 469-479. DOI: 10.1080/1046560X.2020.1861767
  • Levenstein, P., Levenstein, S., & Oliver, D. (2002). First grade school readiness of former child participants in a South Carolina replication of the Parent-Child Home Program. Applied Developmental Psychology, 23, 331-353.
  • MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83–104. https://doi.org/10.1037/1082-989X.7.1.83
  • Martel, S. J. M., & Santana, M. D. J. (2021). The mediating effect of university teaching staff's psychological well-being between emotional intelligence and burnout. Psicologia Educativa, 27(3), 145-153. ttps://doi.org/10.5093/psed2021a12
  • Marti. M., Melvin, S., Noble, G. K., & Duch, H. (2018). Intervention fidelity of getting ready for school: Associations with classroom and teacher characteristics and preschooler's school readiness skills. Early Childhood Research Quarterly, 44, 55-71. https://doi.org/10.1016/j.ecresq.2018.02.010
  • Mashburn, J. A., Pianta, C. R., Hamre, K. B., Downer, T. J., Barbarin, A. O., Bryant, D., Burchinal, M., & Early, M. D. (2008). Measures of classroom quality in prekindergarten in children's development of academic, language, and social skills. Child Development, 79(3), 732-749.
  • Mayes, D. J., Salovey, P., & Caruso, R. D. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-205.
  • Mayes, D. J., Caruso, R. D., & Salovey, P. (2000). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298.
  • McLennan, P. M. D. (2009). Ten ways to create a more democratic classroom. Young Children, 64(4), 100-101.
  • McNally, S., & Slutsky, R. (2018). Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings. Early Child Development and Care, 188(5), 508-523. DOI: 10.1080/03004430.2017.1417854
  • Merida-Lopez, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121- 130. http://dx.doi.org/10.1016/j.ijer.2017.07.006
  • Midgley, C., Feldlaufer, H., & Eccles, S. J. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247-258.
  • Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters? Journal of Classroom Interaction, 37(2), 3-15.
  • Nation Institute of Child Health and Human Development [NICHD]. (2002). Early child care and children's development prior to school entry: Results from the NICHD study of early child care. American Educational Research Journal, 39(1), 133-164.
  • Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360.
  • Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioral validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17, 39-57.
  • Pozo-Rico, T., & Sandoval, I. (2020). Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency? Frontiers in Psychology, 10, Article 2976. doi: 10.3389/fpsyg.2019.02976
  • Pianta, R. C., Whittaker, E. J., Vitiello, V., Ruzek, E., Ansari, A., Hofkens, T., & DeCoster, J. (2020). Children's school readiness skills across the pre-K year: Asso-ciations with teacher-student interactions, teacher practices, and exposure to academic content. Journal of Applied Developmental Psychology, 66, Article 101084. https://doi.org/10.1016/j.appdev.2019.101084
  • Plastsidou, M. (2010). Trait emotional intelligence of Greek special education teachers in relation to burnout and job satisfaction. School Psychology International, 31(1), 60-75.
  • Ramey, T. C., & Ramey, L. S. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50(4), 471-491.
  • Russo, M. P., Mancini, G., Trombini, E., Baldaro, B., Mavrovelli, S, & Petrides, K. V. (2011). Trait emotional intelligence and the Big Five: A study on Italian children and preadolescents. Journal of Psychoeducational Assessment, 30(3), 274-283. DOI: 10.1177/0734282911426412
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There are 68 citations in total.

Details

Primary Language English
Subjects Adult Education
Journal Section Articles
Authors

Hüseyin Kotaman

Derya Evran

Early Pub Date November 7, 2023
Publication Date November 7, 2023
Submission Date June 6, 2023
Published in Issue Year 2024 Volume: 8/1

Cite

APA Kotaman, H., & Evran, D. (2023). IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS. International Journal of Quality in Education, 8/1, 92-128.
AMA Kotaman H, Evran D. IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS. IJQE. November 2023;8/1:92-128.
Chicago Kotaman, Hüseyin, and Derya Evran. “IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS”. International Journal of Quality in Education 8/1, November (November 2023): 92-128.
EndNote Kotaman H, Evran D (November 1, 2023) IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS. International Journal of Quality in Education 8/1 92–128.
IEEE H. Kotaman and D. Evran, “IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS”, IJQE, vol. 8/1, pp. 92–128, 2023.
ISNAD Kotaman, Hüseyin - Evran, Derya. “IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS”. International Journal of Quality in Education 8/1 (November 2023), 92-128.
JAMA Kotaman H, Evran D. IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS. IJQE. 2023;8/1:92–128.
MLA Kotaman, Hüseyin and Derya Evran. “IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS”. International Journal of Quality in Education, vol. 8/1, 2023, pp. 92-128.
Vancouver Kotaman H, Evran D. IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS. IJQE. 2023;8/1:92-128.