Leadership Studies Ed.D. Dissertations

Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students

Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership Studies

First Advisor

Rachel Vannatta (Advisor)

Second Advisor

Nora Engebretsen (Other)

Third Advisor

Carole Burnworth (Committee Member)

Fourth Advisor

Judith Jackson May (Committee Member)

Fifth Advisor

Paul Johnson (Committee Member)

Abstract

Teacher emotional-social competencies may bare some connection to student perceptions of the quality of relationships with their teachers. Student perceptions of these relationships with teachers may in turn influence student affective and cognitive outcomes in meaningful ways. Teachers with emotional-social deficiencies face challenges in establishing a desirable and productive learning environment for their students. The strength of the relationships between a teacher and the students within their classroom has been identified as being one of the single most influential contributors towards student cognitive and affective outcomes.

The purpose of this study was to investigate the correlations that exist amongst teacher emotional-social competencies using the EQi 2.0 and student perceptions of teacher behavior along two dimensions of the Model for Interpersonal Teacher Behavior (MITB). These dimensions (Influence and Proximity) map student perceptions of their relationships with teachers. This study sought to identify a set of teacher EQi scales that best predict student perceptions of teacher Influence and Proximity.

The results of the study indicated that all five EQi composite (Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management) and nine subscales (Self-Regard, Emotional Self-Expression, Assertiveness, Interpersonal Relationships, Social Responsibility, Problem Solving, Flexibility, Stress Tolerance, and Optimism) revealed statistically significant positive relationships with teacher Influence. The EQi composite scale of Interpersonal significantly predicts teacher Influence as did the subscale of Social Responsibility.

Link to Full Text

Share

COinS