Higher Education and Oriental Studies,
Journal Year:
2023,
Volume and Issue:
3(3)
Published: Jan. 1, 2023
Through
the
method
of
literature
review,
this
paper
mainly
expounds
feasibility
review
research
on
influence
teachers'
emotional
intelligence
teacher-student
relationship.
A
comprehensive
analysis
relevant
from
around
world,
practical
implications
are
to
help
students
and
teachers
gain
a
deeper
understanding
build
relationships
more
easily.
Meanwhile,
it
can
theoretically
provide
reference
for
further
undergraduate
college
relationship
between
students,
especially
government
education
policy
reform.
The
is
innovative
in
terms
academic
ideas,
viewpoints,
methods.
In
addition,
study
also
considered
its
impact
perspective
social
benefits.
First,
improve
level
education.
Second,
cultivate
students'
ability.
Third,
promote
stability
development.
Fourth,
enhance
professional
attractiveness
teachers.
Finally,
competitiveness
system.
summary,
provides
relationships.
has
important
theoretical
values
references
inspirations
educational
practice,
teacher
research,
formulation,
thought
innovation,
Keywords:
Emotional
intelligence;
multi-dimensional;
relationship;
reciprocal
model
Teaching and Teacher Education,
Journal Year:
2024,
Volume and Issue:
144, P. 104578 - 104578
Published: April 6, 2024
We
examined
(a)
links
between
pre-service
teachers'
relationship
skills
and
beliefs
about
their
future
comfort
with
commitment
to
social-emotional
learning
(SEL),
(b)
whether
vary
across
years
of
training
or
gender.
A
battery
self-report
questionnaires
was
completed
by
197
teachers
examine
these
variables.
Correlation
multiple
regression
analyses
revealed
were
related
initiation
emotional
support
skills.
Commitment
not
any
skill.
MANOVAs
that
women
reported
higher
than
men.
Findings
can
inform
teacher
education
programs
providing
interventions
curricula
targeting
SEL
beliefs.
Teoría de la Educación Revista Interuniversitaria,
Journal Year:
2025,
Volume and Issue:
37(1), P. 91 - 109
Published: Jan. 1, 2025
La
teoría
de
la
emoción
construida
destaca
importancia
las
experiencias
tempranas
en
construcción
emociones,
así
como
los
significados
que
persona
les
atribuye.
Desde
este
planteamiento
escuela
se
sitúa
un
lugar
predominante
el
desarrollo
emocional,
considera
tanto
para
prevenir
posibles
desajustes
a
través
clima
propicio
aula,
transformar
emociones
interfieren
y
aprendizajes.
Para
fomentar
ajuste
emocional
desde
es
fundamental
contar
con
docentes
emocionalmente
competentes.
El
objetivo
trabajo
ofrecer
marco
entendimiento
orientar
formación
docente,
cara
promover
cambio
paradigma
aulas
materia
emocional.
ello,
primer
lugar,
ha
llevado
cabo
una
revisión
bibliográfica
cuyo
análisis
presenta
líneas
fundamentales
subrayan
participación
activa
cada
sus
emocionales.
A
continuación,
estos
planteamientos
han
analizado
perspectiva
educativa
que,
pensados
ámbito
formativo
del
profesorado,
concretan
preparar
al
docente
asuma
responsabilidad
propias
desarrolle
comprensión
profunda
procesos
participan
su
construcción,
cuente
amplio
preciso
lenguaje
sepa
reforzar
él
determinados
Preparar
mantengan
afectivo
desempeño
profesional
no
solo
contribuirá
bienestar
sino
proyectará
relaciones
establezca
alumnado
genere
aula.
Por
revisar
fundamentos
programas
profesorado.
Psychology in the Schools,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Feb. 12, 2025
ABSTRACT
The
study
aimed
to
examine
the
impact
of
social‐emotional
competence
(SEC)
training
for
teachers
on
adolescents'
SEC
and
explore
underlying
mechanisms.
Based
KAB
behavior
change
model,
this
constructs
an
analytical
framework
empirically
analyzes
intrinsic
connection
between
teacher
students'
using
data
from
3,588
participants
in
SSES
project.
findings
indicate
that
students
taught
by
with
higher
participation
achieved
scores
were
5.08
points
average
than
those
lower
participation.
Among
various
aspects,
has
greatest
collaboration
skills
least
openness.
Furthermore,
analysis
mechanism
through
which
affects
reveals
is
statistically
significant
mediated
teachers'
teaching
attitudes
methods.
While
a
methods,
not
unilaterally
transmitted
but
moderated
teacher‐student
relationships.
research
results
show
offering
can
positively
highlight
important
role
teachers’
methods
process.
Psychology in the Schools,
Journal Year:
2025,
Volume and Issue:
unknown
Published: March 22, 2025
ABSTRACT
This
study
investigates
preservice
teachers'
profiles
of
intrapersonal
emotional
competencies
(ECs)
and
their
associations
with
perceived
stress,
anxiety,
exhaustion
during
the
practicum.
Three
hundred
twenty‐six
Belgian
teachers
completed
questionnaires
on
ECs,
exhaustion.
Latent
Profile
Analysis
identified
four
distinct
ECs:
High
Emotional
Competencies,
Moderate
Poor
Identification,
Highly
Regulation.
Perceived
stress
was
highest
in
two
last
profiles,
while
profile
higher
ECs
had
less
anxiety.
Results
are
discussed
related
to
limitations
study.
Future
research
teachers,
practical
implications
for
initial
training
provided.
Bulletin of Psychological Practice in Education,
Journal Year:
2025,
Volume and Issue:
22(1), P. 14 - 20
Published: March 28, 2025
<p>The
article
is
devoted
to
the
problem
of
increasing
competence
a
school
teacher
in
field
prevention
and
overcoming
difficult
situations
pedagogical
interaction.
Based
on
theoretical
analysis
approaches
development
results
focus
group
study
typical
complex
interaction
with
participation
administrators,
teachers
educational
psychologists,
structure
teacher’s
presented
as
set
his
professional-subject
professional-personal
qualities.
The
psychological
technology
developed
basis
case
method
for
professional
personal
competencies
constructive
participants
process
order
improve
teaching
activities
described.
effectiveness
confirmed
by
its
testing
during
seminar
training
program
advanced
staff.
To
assess
development,
expert
assessments
was
used.</p>
Frontiers in Psychology,
Journal Year:
2025,
Volume and Issue:
16
Published: May 1, 2025
Forster
et
al.
demonstrated
that
school
teachers'
well-being
is
related
to
their
educational
goals
and
experienced
emotions
for
students
showing
undesirable
behaviors:
the
higher
more
positive
emotions,
reported
well-being.
By
contrast,
desirable
behaviors
was
unrelated
These
findings
principle
of
"bad
stronger
than
good"
extends
influence
student
behavior
on
teacher
The
present
study
examined
whether
this
also
applies
kindergarten
teachers
who
typically
focus
strongly
social-emotional
development
children.
We
measured
(N
=
250)
affective,
evaluative,
occupational,
psychological
using
established
questionnaires,
children
(e.g.,
provoke
others,
disrupt
activities,
cause
physical
harm)
share
toys,
comfort
tidy
up)
photorealistic
pictures.
Replicating
pattern
observed
teachers,
behaviors,
positivity
behaviors.
However,
not
completely
unaffected
by
as
emotional
arousal
in
response
such
suggest
could
be
improved
helping
them
set
high
experience
Journal of Curriculum Studies,
Journal Year:
2024,
Volume and Issue:
56(4), P. 468 - 479
Published: Feb. 4, 2024
Teaching
remains
a
profession
that
is
associated
with
certain
health
risks.
Teachers
complain
of
psychosomatic
experiences
such
as
exhaustion,
fatigue,
headache,
and
tension
more
than
people
in
other
professions.
High
levels
stress
amongst
teachers
also
pose
risk
for
students,
this
poorer
teaching
quality
lower
learning
success.
Negative
emotional
responses
to
external
stressors
are
decisive
the
development
teacher
stress.
Therefore,
competence
(EC),
meaning
ability
perceive
one's
own
emotions
others,
regulate
express
can
be
meaningful
piece
puzzle
around
teachers'
mental
health.
For
purpose,
265
at
inclusive
primary
schools
Germany
were
surveyed
about
how
they
experience
on
components
EC.
Multi-level
regression
analyses
showed
perceived
was
predicted
by
'regulation
control
emotions'
(std.
B
=
-
0.53,
p
<
.001),
but
not
'perception
understanding
'emotions
others'
or
'expression
emotions'.
Emotion
regulation
abilities
thus
understood
one
factor
helps
protect
The
results
discussed
context
training
professional
development.
Social Psychology of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: June 14, 2024
Abstract
Evaluating
teachers’
social-emotional
competence
is
key
to
studying
the
effectiveness
of
education
systems.
This
tends
be
measured
through
self-reports,
which
might
lead
a
distorted
vision.
As
an
alternative,
situational
judgement
tests
have
emerged.
The
present
work
seeks
adapt
Test
Regulation
in
and
Understanding
Social
Situations
Teaching
(TRUST)
Spanish.
study
involved
503
teachers
from
schools
who
teach
primary
(
n
=
198,
106
female)
or
secondary
305,
201
female).
Average
age
was
45.07
SD
9.94),
had
average
16.77
years’
professional
experience
10.17).
In
addition
responding
TRUST,
those
took
part
also
responded
ICQ-15,
TEIQue-SF,
ERQ
questionnaires.
Confirmatory
factor
analysis
provided
good
fit
two-factor
model
(emotional
regulation
relationship
management):
χ
2
(89)
198.49,
p
<
.001,
CFI
0.93,
TLI
0.92,
RMSEA
0.049,
90%
CI
[0.040,
0.059],
SRMR
0.042,
as
well
reliability
convergent
validity.
Factorial
invariance
seen
hold
amongst
both
women
men
between
at
different
stages
system.
Spanish
version
TRUST
emerges
valid
reliable
tool
for
measuring
level
competence,
system
basic
levels
with
Spanish-speaking
various
countries,
since
situations
are
presented
common
any
type
school.
