The purpose of this study is to review articles published in English between the years 2000 and 2017 that investigated teachers’ emotional intelligence (EI) and to imply the future perspective of study. This paper represented findings in the studies in five parts: (1) predictors of EI and correlations between EI and demographic factors, (2) effects of EI on teachers’ stress or burnout, (3) effects of EI on teacher groups, (4) effects of EI on teachers’ practices, and (5) teacher education programs to improve EI.
According to the studies, teachers’ EI positively related with reduction of stress and burnout among teachers, and several programs efficiently improved teachers’ EI. Moreover, it was revealed that teachers’ EI correlated positively with both teacher efficacy and practices, but correlations with practices were not strong. However, few studies examined coefficients of practical skills, which might be possible to effect stronger than EI on stress, burnout, and teacher efficacy. Additionally, a few studies explored concepts of EI that teachers characterized in their practices. There may be an increasing need for such studies in the future education, as there is a possibility that teachers’ EI is different from the usual EI.
雑誌名
東京大学大学院教育学研究科紀要
巻
58
ページ
475 - 484
発行年
2019-03-29
ISSN
13421050
書誌レコードID
AN10516641
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科
出版者別名
Graduate School of Education, The University of Tokyo
教師の情動知能に関する研究動向と展望
edu_58_43.pdf
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