The relationship between teachers’ emotional intelligence and classroom discipline management

One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the fac...

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Bibliographic Details
Published in:Psychology in the schools 2019-05, Vol.56 (5), p.741-750
Main Authors: Valente, Sabina, Monteiro, Ana Paula, Lourenço, Abílio Afonso
Format: Article
Language:English
Subjects:
Academic disciplines
Behavior management
classroom discipline management
Classroom management
Classroom Techniques
Classrooms
Competence
Correlation
Discipline
Efficacy
Elementary School Teachers
Emotional Intelligence
Gender Differences
Measures (Individuals)
Questionnaires
Secondary School Teachers
Secondary schools
Self Efficacy
Teacher Attitudes
Teacher Student Relationship
Teachers
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Summary:One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22218