Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 85
~90
I
S
SN
: 225
2-8
8
2
2
85
Emo
tio
na
l In
tellig
en
ce
a
n
d
Tea
c
h
e
r Effica
c
y a
s
Pred
icto
rs o
f
Tea
c
h
e
r Eff
ectiven
ess .... (
A
d
eyemo D.A)
Emotional Intelligence and Teache
r Efficacy as Predictors of
Teacher Effecti
v
eness am
ong P
r
e-Service Teachers in Some
Nigeri
an
Univers
i
ties
Ade
y
em
o D. A
1
, Ag
okei
R.
Chu
k
w
udi
2
1
Departm
e
nt
of
Guidance and
C
ounselling
,
Facu
lt
y
of
Edu
cat
ion, Universit
y
of Ib
adan, Niger
i
a
2
Departm
e
nt
of
Guidance and
C
ounselling
,
Ad
ey
em
i
Coll
ege of
Education, Ondo
, Niger
i
a
Article Info
A
B
STRAC
T
Article histo
r
y:
Received J
u
l
8, 2013
Rev
i
sed
Jan 20, 201
4
Accepte
d April
26, 2014
Eviden
ce from
tea
c
her-
effe
cti
v
enes
s
s
t
udies
indic
a
t
e
s
th
at t
e
a
c
her
effectiven
ess has
y
i
elded
a wealth of
und
erstan
ding about
the
impact that
teacher
ability
h
a
s on student gr
owth. Ho
wever
,
much is
y
e
t
to b
e
known on
some psy
c
holo
g
ical factors th
at co
u
l
d inf
l
uence teaching
effectiveness
parti
c
ular
l
y
am
ong pre-servic
e t
each
ers. Th
e pu
rpose of the pre
s
ent stu
d
y
was to investigate th
e
effect of
emo
tional
intelligence, and teach
er eff
i
cacy
,
on the te
acher
effec
tiven
es
s
of pre-s
e
rvic
e tea
c
hers
.
T
w
o validat
ed
ins
t
rum
e
nts
(E
m
o
tional in
te
lli
gence
s
cal
e;
te
acher
eff
i
ca
c
y
s
cale)
wer
e
adm
i
nistered on
300 students random
l
y
selected f
r
om
two Univer
sities in th
e
South-West region of Nige
ria.
Data were analy
s
ed using Pear
son Product
Moment Correlation
and Multiple regr
e
ssion.
The find
ings of this stud
y
dem
onstrated
th
at em
otion
a
l
int
e
llig
enc
e
and
te
acher
effi
ca
c
y
h
a
d predi
c
t
i
ve
influen
ce on teacher eff
ectiveness. Ba
sed on these findings, it is suggested
that
appropria
te
s
t
rateg
i
es
and
polici
e
s
for fos
t
ering t
each
er e
f
fica
c
y
and
emotional intelligence
w
ould go
a long way
in
enhancing
effective teachin
g
among pre-service
teachers
.
Keyword:
Em
o
tio
n
a
l In
tellig
en
ce
Teacher E
ffica
cy
Teaching
Effe
ctiveness
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Agok
ei R. C,
Dep
a
rtm
e
n
t
o
f
Gu
i
d
an
ce
and
Co
un
sellin
g,
Ad
eyem
i Co
lle
g
e
o
f
Edu
cation
,
O
ndo
.
Em
ail: agokeia
lexander@yahoo.com
1.
INTRODUCTION
In c
h
am
pi
oni
n
g
t
h
e ca
use
of
rep
o
si
t
i
oni
ng
t
h
e st
at
e of e
d
ucat
i
on i
n
t
h
e
cou
n
t
r
y
,
rem
a
rka
b
l
e
a
n
d
immeasurable
efforts ha
ve been gea
r
ed towards im
provi
ng the effectivene
ss of teachers. Nonethele
ss, it is
obs
erved that there is com
p
lacence to
wa
rds extending thes
e gesture
s
to
pre-se
rvice teac
hers
, which may be
creatin
g a lacu
n
a
th
at en
cou
r
ag
es t
h
e
recu
rren
t
d
eci
m
a
l
of th
e falling
stan
d
a
rd of edu
cation
that h
a
s
cont
i
n
ual
l
y
be
en
rep
o
rt
e
d
[1
]
,
[2]
.
Per
h
ap
s,
i
t
m
a
y
be co
n
cei
ved t
h
at
t
h
e
ed
ucat
i
o
nal
t
r
ai
ni
ng
p
r
ovi
de
d
pre
-
service
teachers should
bridge the
ga
p
in their effectivene
ss.
Neve
rthele
ss,
acc
ording t
o
[3], one is
a
l
so in
doubt if the curricula
of the training institutions
could
provide good a
nd
effectiv
e teachers with the re
qui
re
d
co
gn
itiv
e, p
e
rso
n
al
and
p
r
ofession
al q
u
a
li
ties.
Th
is
p
e
rceiv
e
d
do
ub
t is
furth
e
r
affi
rm
ed
b
y
rep
o
rts of
withdra
w
al tende
ncies am
ong
pre
-
service
teachers [4],
in addition to consideri
ng that the teachers being
e
m
powe
r
e
d
to
be e
ffective
we
re at
once
pre-s
e
rvice teac
hers
.
Nota
bly, evi
d
ence [5]-[7]
from
teaching effective
n
ess
studies
i
ndi
cates that the stude
nts’
enga
gem
e
nt in learni
ng is to
be
value
d
a
b
ove c
u
rri
cul
u
m
plans and
materials. This is beca
use
teache
r
effective
n
ess s
t
udies tend to
have m
e
t the growing ca
ll for teacher eval
uation to
foc
u
s not only
on
teacher-
related be
havi
ours but also
to transl
ate it
into student outcom
e [8],[5]
.
To this end,
researc
h
on teache
r
effective
n
ess
has yielded a wealth of understanding
about the i
m
pact
that t
eacher ability has on stude
nt
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
8
5
– 90
86
growt
h
.
For instance, e
ffecti
v
e teach
e
r
s
run m
o
re orderl
y classroom
s
[7
]
and have
m
o
re
stude
nts in
their
classes eng
a
g
e
d
in learn
i
ng
thr
oug
hou
t th
e
day [
6
].
In add
itio
n, effectiv
e teach
e
rs prov
id
e a
variet
y o
f
opp
ortun
ities for st
u
d
e
n
t
s t
o
ap
p
l
y an
d
u
s
e
knowledge and skills in diffe
rent learni
ng sit
u
ations [7]. Howeve
r,
while it
is noted that t
eacher e
ffectiveness
is influe
nce
d
by certain cha
r
acteris
tic func
tioning
[9] s
u
ch as
their e
fficacy beliefs i
n
teac
hing [10]-[12],
investigations into havi
ng pre-service
teac
hers
im
bue
d
with teache
r
s
effective
n
ess i
s
givi
ng little or
no
conce
r
n. T
h
is if not considere
d
m
a
y well ham
p
er on-goi
ng effort to re
vive teacher effec
tiveness. Si
nce
pre-
service teac
he
rs a
r
e teache
r
s of the
neare
s
t fut
u
re
and
are significa
n
t in t
h
e
sea
r
ch for
productive a
nd
su
stain
a
b
l
e edu
catio
n
a
l
stand
a
rd
, it is im
p
e
rativ
e th
at
th
eir effectivene
ss as teac
hers
be e
v
aluate
d a
s
well.
Based
on this,
study see
k
s t
o
investigate t
h
e
percei
ve
d effe
ct of em
otiona
l inte
lligence a
n
d teache
r
effi
cacy
on the e
ffecti
v
eness
of
pre
-
se
rvice teac
hers
.
Emo
t
i
o
na
l intellig
ence and
Tea
c
hing
effectiv
eness
Em
o
tio
n
a
l in
tellig
en
ce is describ
e
d
as the ab
ility to
p
e
rceiv
e
an
d
ex
press em
o
tio
n
,
assim
ila
te
em
ot
i
on i
n
t
h
o
u
g
h
t
,
u
n
d
erst
a
nd a
nd
reas
on
wi
t
h
em
ot
i
on, and
reg
u
l
a
t
e
em
oti
on i
n
t
h
e s
e
l
f
and
ot
he
rs
[1
3]
. A
revie
w
of t
h
e
literature foc
u
sing
on the
m
odels
of em
otional i
n
telligence fo
r two
decade
s
now,
allows
di
ffe
re
nt
cl
ass
i
fi
cat
i
ons
of
t
h
e c
o
n
s
t
r
uct
,
but
t
h
ese
clas
sifications a
r
e, in s
o
m
e
sense, c
o
m
p
elling and
com
p
le
m
e
ntary. As a first division, it is perceive
d as pseudo-scie
n
tific proposa
l
s with a noticeably
co
mmercial
in
ten
tio
n,
and
with
d
i
vu
lg
ation
rath
er
t
h
an
sci
e
nt
i
f
i
c
p
u
r
p
o
ses
[
14]
,
[
15]
.
O
n
t
h
e
ot
he
r
ha
nd
, as
a
secon
d
d
i
v
i
sion
, it co
u
l
d
b
e
d
i
stin
gu
ish th
at e
m
o
tio
n
a
l in
t
e
llig
en
ce m
o
d
e
ls p
r
op
o
s
e a theo
retical exp
l
an
atio
n
of t
h
eir c
o
m
pone
nts.
Thes
e
m
odels are
based
on th
e
review
of pre
v
ious literature, conduct c
ont
rolled
em
pi
ri
cal
st
udi
es t
o
val
i
d
at
e them
, and use m
easurem
ent
inst
r
u
m
e
nt
s devel
o
ped
wi
t
h
t
h
i
s
pu
r
pose
[1
6]
,[
17]
.
In
ge
neral, the
s
e approac
h
es
try to disc
over the em
otional com
pone
nts t
h
at under
lie e
m
otionally intelligent
p
e
op
le an
d th
e
mech
an
ism
s
an
d
p
r
o
cesses th
at set
o
f
f t
h
e
u
s
e of th
ese ab
ilities in
ou
r ev
eryd
ay life.
It h
a
s b
e
en
rep
o
rted
t
h
at emo
tio
n
a
lly in
tellig
en
t ind
i
v
i
d
u
a
ls ten
d
t
o
m
a
k
e
b
e
tter team
p
l
ayers, and
they are m
o
re effective at m
o
tivating them
selves and
ot
he
r
s
[1
8]
. A
g
r
o
w
i
ng bo
dy
o
f
res
earch has foc
u
sed on
th
e i
m
p
o
r
tan
c
e o
f
Em
o
tio
n
a
l
in
tellig
en
ce ch
aracteristics as
p
o
sitiv
e attrib
u
t
es i
n
pred
i
c
tin
g
th
e su
ccess o
f
stu
d
e
n
t
s an
d lead
ers effectiv
en
ess, [1
],[1
9
]
,[2
0
]
.
Stud
ie
s
hav
e
foun
d th
at
a po
sitiv
e m
o
od
is asso
ciated with
effective teac
hing
[19],[21],
[22].
In addition,
pe
ople i
n
positive m
oods
tend t
o
be m
o
re optim
i
stic and
have
greater
determ
ination to achie
ve
fut
u
re
succe
ss for them
selves and
othe
rs
[
23]. He
nce, it
can
be sai
d
t
h
a
t
the
stu
d
y
of em
o
t
i
o
n
a
l in
tellig
ence h
a
s sin
ce b
e
g
i
nn
ing
to
red
e
fin
e
wh
at it
me
an
s to
b
e
in
tellig
en
t. Corrob
orating
th
is, [2
0
]
stated
h
i
s
b
e
lief that th
e fu
tu
re area o
f
em
p
h
a
sis for em
o
tio
n
a
l in
tellig
en
ce train
i
n
g
will b
e
in
the
schools as the
y
focus on educating the
whole pers
on. In
th
is lig
h
t
, it can
b
e
ascertain
th
at wh
en
p
r
e-serv
ice
teachers a
r
e imbue
d
with em
otional in
tellige
n
ce they m
a
y be tendi
ng towa
rds bec
o
m
i
ng e
ffective i
n
teac
hing.
Te
a
c
h
e
r
ef
f
i
cac
y
a
n
d Te
a
c
h
i
n
g
ef
f
e
ct
iv
en
es
s
The construct of teache
r
effi
cacy takes root from
th
e social cognitive theory
of [24]. According to
[25] teachi
n
g e
fficacy is e
x
plained as a
belief in
one’s
a
b
ilit
y
to
teach e
ffe
ctively and the teaching will have
a
p
o
s
itiv
e effect on
st
u
d
e
n
t
learn
i
n
g
. Th
at said
, it
was
con
c
lud
e
d th
at t
h
e teach
e
rs’
person
al
b
e
liefs and
con
v
i
c
t
i
o
n
s
a
b
out
t
h
ei
r
o
w
n
per
f
o
r
m
a
nce h
a
ve m
u
ch i
n
fl
uence
o
n
t
h
e a
c
t
u
al
pe
rf
orm
a
nce
[2
6]
,[
2
7
]
.
It
was
explaine
d
by [28] th
at teachers
who
believe student le
arni
ng
ca
n be
influe
nce
d
by effective teachi
ng
(outcom
e
s expectancy belie
fs) and who also ha
ve co
nfi
d
ence in their
own teach
i
n
g abilities (self-efficacy
beliefs)
would
persist longe
r,
provide a greater academ
ic
focus in the clas
sroom
.
Th
e authors add that
these
teachers woul
d
exhibit diffe
re
nt types
of
feedbac
k
t
h
an t
eachers
w
ho
have lower e
xpect
ations conc
erni
ng
their ability to influe
nce st
ude
nt learni
ng. These furthe
r suggest
that teachers wit
h
hi
gh l
e
vels of self-efficacy
would ha
ve a
s
t
rong academ
ic
and peoples orientation.
Hence
,
the res
earch
on e
ffica
cy of teachers suggests
that
behavi
ours s
u
ch as persistence
on a tas
k
,
ri
sk t
a
ki
n
g
, a
n
d
use
o
f
i
n
n
ovat
i
o
ns a
r
e
r
e
l
a
t
e
d t
o
deg
r
ees o
f
ef
fi
cac
y
[2
9]
,[
30]
.
F
o
r e
x
am
pl
e, h
i
ghl
y
efficacious teachers
have
be
en found to be
m
o
re eff
ecti
v
e than l
o
wly
efficaciou
s teachers
[10]-[12],[28],
[31],[32]. In a
ddition, it is reported
that classroom
s
where
teachers ha
ve
high level of teaching efficac
y, high
levels of learning
occ
u
r [32]
. The literature on
pre
-
se
rvi
ce teachers a
n
d self-efficacy indicates
pre
-
service
teachers be
gin
their
trai
ning with hi
gh self-efficacy [33],[34], howeve
r t
h
is
is
believe
d to c
h
ange
wit
h
time
and expe
rience
leading to a
decrease
in the
powe
r of teac
hing
[35]. Unde
rstanding
c
h
an
ges in efficacy levels
along with
pot
e
ntial teachers’ evolvi
ng tea
c
hing skills
may be one aspect
of assisting them
in
m
a
king the
tran
sitio
n to the classro
o
m
. It
is to
th
is end
that th
is stud
y was cond
u
c
ted
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 85
~90
I
S
SN
: 225
2-8
8
2
2
87
Emo
tio
na
l In
tellig
en
ce
a
n
d
Tea
c
h
e
r Effica
c
y a
s
Pred
icto
rs o
f
Tea
c
h
e
r Eff
ectiven
ess .... (
A
d
eyemo D.A)
2.
R
E
SEARC
H M
ETHOD
Th
e st
u
d
y
em
p
l
o
y
ed
d
e
scri
p
tiv
e su
rv
ey
d
e
si
g
n
u
tilizin
g th
e
ex-post f
a
cto
typ
e
.
Sample
The
st
udy
was
carri
e
d
out
w
i
t
h
st
u
d
ent
s
of
t
h
e
Uni
v
ersit
y
of
Ibada
n
,
Oyo
State and Os
un State
Un
i
v
ersity,
b
o
th
in
Sou
t
h-West Nig
e
ria. Usin
g
t
h
e sim
p
le rando
m
sa
mp
lin
g techn
i
que a sam
p
le o
f
th
ree
hu
n
d
re
d (
3
00
)
st
ude
nt
s we
re
sel
ect
ed fo
r t
h
e st
udy
(
2
0
0
f
r
o
m
t
h
e Uni
v
er
si
t
y
of Iba
d
a
n
and
1
00
fr
om
Osu
n
State Uni
v
ersit
y
). The
pa
rticipants
were
all reg
i
stered
st
u
d
en
ts of th
e t
w
o Un
i
v
ersites as at th
e ti
m
e
th
i
s
stu
d
y
was c
o
nd
uct
e
d
.
T
h
e a
g
e
of t
h
e pa
rt
i
c
i
p
ant
s
r
a
nge
d
bet
w
een 21
an
d 29
years w
ith a
m
ean age
of 24.7yea
r
s.
Instrumentation
Th
e st
u
d
y
em
p
l
o
y
ed
th
e fo
llowing
two
standard
ized
in
st
rumen
t
.
Emotio
na
l Intellig
ence Sca
l
e (EIS)
Th
is was assessed
with
em
o
tio
n
a
l in
tellig
ence q
u
e
sti
o
nn
ai
re d
e
v
e
lop
e
d
by [3
6
]
.
It is a th
irty th
ree
(33
)
ite
m
scale stru
ct
u
r
ed
in a 5
-
po
in
t lik
ert fo
rm
at. Ex
am
ple of ite
m
s
in the scale ar
e “
I
know
when t
o
s
p
eak
abo
u
t
m
y
personal
pr
obl
em
s t
o
ot
he
rs”, “
I
e
xpect
go
o
d
t
h
i
ngs t
o
ha
p
p
en”
.
Hi
g
h
sc
ore i
n
di
cat
e i
n
crease
d
l
e
vel
o
f
em
o
tio
n
a
l in
tellig
en
ce,
wh
ile lo
w scores in
d
i
cated
d
ecreased
lev
e
l o
f
em
o
tio
n
a
l in
tellig
en
ce. It h
a
s
cronbach alpha
value
of
.88.
Teacher sel
f-e
fficac
y
scale
The de
gree to
whic
h pa
rticipants feel effica
cious in
their
future job as teachers
was m
e
asure
d
by the
Teacher
Self-efficacy Scale
-
Short Form
[37]. Pa
rticip
a
n
ts we
re re
quired to acces
s
their confi
d
e
n
ce in
achi
e
vi
n
g
12
wo
rk
-r
el
at
ed b
e
havi
ors a
n
d t
o
rat
e
t
h
ese
o
n
a 5-
p
o
i
n
t
sc
al
e from
none
at
al
l
t
o
a gre
a
t
deal
.
Typical ite
m
in the
scale incl
ude
“How
m
u
ch
can
you
do
t
o
h
e
lp
y
o
ur
st
ud
en
ts th
ink
critically”, “How
m
u
ch
can y
o
u
do t
o
get
t
h
ro
u
gh t
h
e m
o
st
di
ffi
c
u
l
t
st
ude
nt
s”.
The a
u
t
h
ors
r
e
po
rt
ed t
h
at
t
h
e scal
e
had i
n
t
e
r
n
al
co
nsisten
c
y reliab
ility es
ti
m
a
t
e
o
f
.9
0. Ad
d
i
t
i
o
n
a
lly, th
e au
t
h
ors fou
n
d
th
e
scale to
co
rrelate p
o
s
itiv
ely with
a
pre
v
ious m
easure
of teac
her
self-effi
cacy (r = .48), teache
r
loc
u
s of c
ont
rol (r = .33), a
nd
responsi
bility for
stu
d
e
n
t
ach
i
eve
m
en
t (r = .4
6). Fo
r t
h
e cu
rren
t stud
y, t
h
e
intern
al co
n
s
isten
c
y reliab
ility o
f
th
is scale
was .9
0.
Teaching effe
ctivenes
s
Teacher e
ffe
ctivene
ss was a
s
sessed
with the
Teaching Pe
rform
a
nce A
ssessm
e
nt Scale. It
is a
m
u
lti-
dim
e
nsional sc
ale assessing 12 vital teachi
n
g feat
ures
.
It
has 20 item
s
with the
o
retical value va
rying from
1
po
o
r
t
o
5 ve
ry
go
o
d
an
d
has a
com
posi
t
e
sco
r
e o
f
1
0
0
. T
h
e
i
n
st
rum
e
nt
was
ascert
a
i
n
e
d
by
expe
rt
s as
hav
i
ng
co
n
t
en
t
v
a
lid
ity. After
p
s
ycho
m
e
tric an
alysis it h
a
s
re
p
o
rted
an
cronb
ach
al
p
h
a
of
0
.
5
2
and a
reliab
ility
co
efficien
t
o
f
0.79
ind
i
cating
i
t
s su
itab
ility for th
is
stud
y.
Procedure
The resea
r
che
r
s pers
onal
l
y
di
st
ri
but
e
d
and collected the com
p
le
ted
questi
o
nnaire from
the students.
The co
nse
n
t
o
f
al
l
t
h
e part
i
c
i
p
ant
s
was al
so so
u
ght
be
f
o
re a
d
m
i
ni
st
rat
i
on. R
e
sp
o
n
se
rat
e
of 1
00%
was
recorde
d
.
Da
ta
A
n
al
ysi
s
R
e
l
a
t
i
onshi
p b
e
t
w
een t
h
e i
n
d
e
pen
d
e
n
t
va
ri
abl
e
s an
d
th
e dep
e
nd
en
t v
a
riab
le was ascert
a
in
ed
u
s
i
ng
Pear
so
n pr
oduct
m
o
m
e
n
t
co
rr
elatio
n
w
h
ile
m
u
l
tip
le r
e
g
r
essio
n
w
a
s
u
s
ed
to
d
e
ter
m
in
e the p
r
ed
ictiv
e cap
acity
of
t
h
e i
nde
pe
n
d
ent
va
ri
abl
e
s.
3.
RESULTS
A
N
D
DI
SC
US
S
I
ON
Rese
arch ques
t
ion
1:
What is t
h
e
relationship
between em
otional
inte
lligence tea
c
her efficacy an
d teaching e
f
fectiveness
of pre-se
rvice teachers
?
Tabl
e
1.
Desc
ri
pt
i
v
e st
at
i
s
t
i
c
s and
co
rrel
a
t
i
o
n
am
ong
vari
a
b
l
e
s
Variables
Mean
Standar
d
deviation
Teaching
Ef
f
ectiveness
Em
otional
intelligence
Teacher
Ef
f
i
cacy
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
8
5
– 90
88
Teaching Ef
f
ectiveness
E
m
otional Intellig
ence
Teacher
Ef
f
i
cacy
59.
60
122.
05
40.
28
7.
3
19.
84
9.
27
1.
00
.
42
.
61
1.
00
.
46
1.
00
Th
e ab
ov
e tab
l
e sho
w
s th
ere
are sign
ifican
t p
o
s
itiv
e
relation
s
h
i
p
s
am
o
n
g
th
e th
ree v
a
riab
les in
t
h
e
study
with Tea
c
her efficacy and Teac
her
effectiveness
ha
vi
ng the
stronges
t relations
hip a
t
r-value
of .61.
Rese
arch ques
t
ion
11:
What is the
com
b
ined effe
ct
of em
otional intelligence and t
eac
her
efficacy on the teaching
effective
n
ess of pre
-
service
te
achers
?
Table
2.
Summary of Re
gressi
on Analysis be
tween
Pre
d
ictor Variables
and Teache
r
E
ffec
tiveness
R =
.
625
R
2
=
.3
9
1
Adj R
2
=
.
387
std.
er
r
o
r E
s
ti
m
a
te
=
5.
71586
SOURCE
OF
DF
SU
M
OF
M
E
ANS
F-R
A
TIO
P
VARIA
TIO
N
SQU
A
RES
SQ
UARE
RE
GRE
S
SI
ON
2
6220.
488
2079.
00
95.199 .
000
RE
SI
DUAL
297
9703.
308
32.
671
T
O
T
A
L
299
15923
.
797
Go
i
n
g
b
y
th
e resu
lt p
r
esen
ted in
tab
l
e 2
,
th
e two
in
d
e
p
e
n
d
en
t v
a
riab
le (em
o
t
i
o
n
a
l in
tellig
en
ce and
teacher self-e
fficacy), j
o
i
n
tly
yielded a coefficient of m
u
lt
i
p
le regre
ssion
(R) of 0.625, a
m
u
ltiple correlation
squ
a
re
(R
2
) of
0
.
3
91 and
an ad
ju
sted
m
u
ltip
le correlation
sq
u
a
re
(R
2
) of
0.38
7 . Th
is sh
ow
s t
h
at
3
8
.7
%
o
f
th
e
total varia
n
ce
in teachi
n
g effectivenes
s
of t
h
e
participa
n
ts
is accounted
for
by the
com
b
ination of t
h
e two
in
d
e
p
e
nd
en
t v
a
riab
les. Th
e tab
l
e as well in
d
i
cates th
at th
e a
n
alysis o
f
v
a
rian
ce of th
e m
u
ltip
le reg
r
ession
d
a
t
a
pr
o
duce
d
an F
-
rat
i
o
val
u
e w
h
i
c
h was si
g
n
i
f
i
c
ant
at
0.0
5
l
e
vel
[F(2
,2
9
9
)=
95
.1
9
9
, P<
0.
0
5
]
.
The fi
n
d
i
n
g
s
t
hus,
co
nfirm
th
at em
o
t
io
n
a
l in
tellig
en
ce an
d
teach
e
r self-efficacy are
p
o
t
en
t pred
ic
to
rs of teach
e
r effectiv
en
ess.
Rese
arch ques
t
ion
III:
What a
r
e the
relative contribu
tion of emotional intelligence a
n
d teacher e
fficacy
towa
rds t
h
e
teaching effect
iveness
of
pre
-
service
teac
hers
?
Tabl
e
3. R
e
l
a
t
i
v
e C
ont
ri
but
i
o
n
of
t
h
e i
nde
pe
nde
nt
vari
a
b
l
e
s
t
o
t
h
e
p
r
e
d
i
c
t
i
o
n
o
f
Teac
hi
n
g
Ef
fect
i
v
ene
s
s
UNS
TAN
D
A
R
DIZE
D
ST
ANDA
DI
ZED
t
Sig
CO
EFFIC
I
E
N
TS
COEFF
IICI
E
N
T
S
PRED
ICTOR
B
Std
.
Er
ro
r
Beta
Teacher Efficacy
.411
.040
.522
10.235
.
000
Em
otional intelligence
.066
.019
.178
3.492
.0
01
From
the re
sult displayed i
n
Table
3 a
b
ove, each
of t
h
e
inde
pe
nde
nt
varia
b
les m
a
de significant
cont
ributions
t
o
the
pre
d
iction
of teache
r
e
ffective
n
es
s
in va
rying weights.
The
res
u
lts indicated t
h
a
t
the
fo
llowing
b
e
ta weigh
t
s wh
i
c
h
rep
r
esen
ted th
e relativ
e cont
ri
b
u
t
i
on o
f
t
h
e
i
n
de
pen
d
ent
vari
a
b
l
e
s
were
obs
erved a
n
d
prese
n
ted i
n
orde
r
of m
a
gnitude: Teac
her efficacy (
= .52
2
, t = 10
.2
35
,
P < 0.05)
and
e
m
o
tio
n
a
l in
tel
lig
en
ce
(
= .17
8
,
t =
-3
,4
92
,
P
< .05
)
.
Discussion
The a
n
alysis of
relationshi
p am
ong emotional
i
n
telligence
, teache
r
efficacy a
n
d the teache
r
effective
n
ess
of pre
-
se
rvice t
eachers as
s
hown in t
h
e correlation m
a
trix of
table
1 indi
cates that there is a
sig
n
i
fican
t
p
o
sitiv
e co
rrelation
b
e
tw
een
th
e
in
d
e
p
e
nd
en
t
v
a
riab
les and
th
e criterio
n
m
eas
u
r
e. Th
is suggests as
the participa
n
ts e
m
otional
intelligence, and teacher effi
cacy increases their teacher
effec
tiveness increa
ses as
well.
The m
u
ltiple regression anal
ysis
in table 2 shows that e
m
ot
ional
intelligence, and te
acher e
fficacy
coul
d significa
n
tly predict teacher e
ffective
n
ess of
the pa
rticipants.
T
h
e
m
a
gnitude
of this relations
hip i
n
pre
d
icting the
teacher effec
tiveness
of
pre-service teac
hers
is
refl
ect
ed i
n
the
values
of c
o
-e
ffi
cient of
m
u
l
tip
le R
2
(0
.3
91) and
in
m
u
ltip
le R
2
adjust
ed (0.387) as s
h
own in table 2.
Th
u
s
, it can
b
e
said
th
at 39
.1
% of
the total
varia
n
ce in t
h
e teacher eff
ective
n
es
s of the
pre
-
service teache
r
s
i
s
accounted
for
by the c
o
m
b
ination
of em
otional intelligence a
n
d teac
her efficacy. The
F-
ratio
val
u
e [F(2,299)= 95
.199, P<0.05] which
i
s
sig
n
i
fican
t
at 0.05
lev
e
l
fu
rther attests to
t
h
e fact th
at
t
h
e
pred
ictiv
e cap
a
city o
f
th
e ind
e
p
e
nd
en
t v
a
riables are
not
due to chance factors.
Evaluation Warning : The document was created with Spire.PDF for Python.
Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 85
~90
I
S
SN
: 225
2-8
8
2
2
89
Emo
tio
na
l In
tellig
en
ce
a
n
d
Tea
c
h
e
r Effica
c
y a
s
Pred
icto
rs o
f
Tea
c
h
e
r Eff
ectiven
ess .... (
A
d
eyemo D.A)
Conce
r
ni
ng the extent to whi
c
h each of the two inde
pe
nde
n
t variables c
o
ntribu
tes to the
prediction,
it coul
d
be as
certained from
Table
3 t
h
at
teacher e
ffi
cac
y is the
better predictor
of teacher effectiveness
am
ong
t
h
e
pa
r
t
i
c
i
p
ant
s
. P
r
i
o
r
st
u
d
i
e
s [
1
0]
-[
12]
,
[
2
8
]
,
[
3
1]
,[
32]
,
af
fi
rm
s t
h
e cu
rre
nt
fi
nd
ng
.
In
t
h
ese,
i
t
was
concl
ude
d t
h
at the teache
r
s’ personal
beliefs a
n
d
convictions a
b
out t
h
eir
ow
n
pe
rform
a
nce ha
ve
m
u
ch
influe
nce
on t
h
e actual perform
a
nce[26
],[27]. The im
plication is that
wit
h
hi
gh teac
her
efficacy am
ong pre-
service teac
hers there is t
h
e increase
tende
n
c
y
for teache
r
eff
ectivenes
s. Furtherm
ore,
teac
her e
fficacy
be
ing a
pers
onal judgment of an i
n
dividual
’s
belief engagi
ng i
n
teaching
or t
eaching a
p
propriately provi
d
es an
expla
n
ation for a possi
ble e
ffective
outcome. Hence
,
the researc
h
on efficacy of
t
eachers
sugge
s
ts that
beha
viours suc
h
as persistenc
e on a task, ris
k
taking, an
d use of innovations are related t
o
de
grees
of efficacy
[29
]
,[30
]. Th
is
su
b
m
issio
n
is
v
a
lid
in th
is i
n
stan
ce.
The investigat
ion also
revea
l
s that e
m
otional in
telligenc
e
is a significant pre
d
ictor of teache
r
effectiv
en
ess.
W
i
t
h
reg
a
rd
to th
e n
a
ture of
e
m
o
tio
n
a
l
in
tellig
en
ce, th
is sho
u
l
d
b
e
exp
ected
. In
ad
d
ition, p
r
i
o
r
related
research
[1
],[19
]
,[20
] wh
ich
fo
cu
sed
on
th
e
i
m
p
o
r
tan
ce of em
o
t
io
n
a
l in
tellig
en
ce ch
aracteristics as
positive
attributes in
predict
i
ng t
h
e
success of stude
n
ts
and leade
r’s
e
ffective
n
ess c
o
rroborates
wi
th the
find
ing
.
Gen
e
rally, on
e
p
a
rticu
l
ar attribu
t
e of em
o
tio
nal in
tellig
en
ce in
vo
lv
es th
e ab
ility to
p
e
rceiv
e
accurately, appraise, a
nd express em
o
tion. According to [19]
and [21]
positive m
ood is associated with
effectiv
e teachin
g
.
In
add
itio
n, p
e
op
le in p
o
s
itiv
e m
o
od
s tend
to
b
e
m
o
re op
timis
tic an
d
h
a
v
e
g
r
eater
determ
ination
to achie
ve fut
u
re
succes
s for them
selves and ot
hers
[23]
. He
nce it can be a
r
gue
d
tha
t
with
increasing com
p
etency of pre-se
rvice
t
eac
hers i
n
bei
n
g aware
of em
oti
ons
, ap
prai
se
and m
a
nage o
n
e’s a
n
d
peoples em
otions, teac
hing e
f
fectiveness i
n
creases.
4.
CO
NCL
USI
O
N
The m
a
j
o
r goa
l
of t
h
is study
wa
s to exam
ine the e
x
tent to
whic
h em
otional intellig
ence and
teache
r
efficacy im
pact on teache
r
effectiven
es
s of
pre
-
service teachers
.
Once a
g
ain, the si
gnifi
cance of em
otiona
l
intelligence and efficacy in th
e
training of pre
-
service
teachers has
b
een shown to be
fundam
ental. If pre
-
service teac
hers are awa
r
e
of whic
h em
otional intellig
enc
e
and teac
her
efficacy com
p
etencies that can be
i
m
prove their effective
n
ess in teachin
g, they
m
a
y become
m
o
re reali
s
tic
and resilient in their focus i
n
teaching a
n
d less incline
d
to becom
e
discouraged wh
e
n
in the
practical fie
l
d or sc
hool
setting.
Furt
her, the constantly rene
wed na
tionwide
effort to enha
nce teacher
effe
ctiveness
woul
d ha
ve bee
n
better placed while
still
in training. In
ot
her words i
f
t
h
ese e
f
forts are
targete
d
at
pre
-
service tea
c
hers,
Edu
catio
n
wo
uld
h
a
v
e
b
een
w
e
ll r
e
po
sitioned
fo
r su
ccess. Th
er
efo
r
e, g
i
v
e
n
t
h
e
f
i
nd
ing
s
o
f
t
h
is study, it is
recomm
ended that e
m
otional
intelligence
training and
teacher efficacy interventi
ons should be
used to
enha
nce teac
hi
ng effectivene
ss of
pr
e
-
servi
ce teachers
.
In pa
rticular,
programm
es for
enha
ncing em
otional
intelligence a
n
d teache
r
e
ffic
acy, should
be
infused into te
acher education c
u
rriculum
.
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