EI for Effective Teaching in Taiwan

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EI for Effective Teaching in Taiwan

• Fei-Fei Hwang
• Texas AM University-Kingsville
• Chihlee Institute of Technology

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Stress and Performance
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Statement of the Problem

• Overly stressed teachers use more aversive than
  positive with students in classroom management,
  and they also spend less time on lesson
  objectives (Wisniewski et al., 1997).
• Emotional misunderstanding strikes at the
  foundations and qualities of teaching and
  learning (Hargreaves, 2001).

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If you understand others you are smart. If you
understand yourself you are illuminated. If you
overcome others you are powerful. If you overcome
yourself you have strength. If you know how to be
satisfied you are rich. If you can act with
vigor, you have a will. If you don't lose your
objectives you can be long-lasting.


Tao Te Ching
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Purpose of Study

• To explore whether teachers self-reported
  ratings of emotional intelligence are related to
  teaching effectiveness as evaluated by college
  students.
• To benefit teachers emotional intelligence
  competences on a personal, teaching, as well as
  an organizational level.

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Research Questions

• What are the strengths and weaknesses of teachers
  on EI?
• What are the relationships between the teachers
  competences on EI and the characteristics of
  effective teaching?
• Is there the predictability of emotionally
  intelligent assessment to effective teaching?

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Significance of the Study

• Provide quantitative data on the EI assessment
  and the evaluation of teaching effectiveness.
• Determine the relationships between the
  competences of EI and the characteristics of
  teaching effectiveness.
• Bring an impetus for future experimental studies
  regarding the effects of the EI intervention on
  teaching effectiveness.

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Leadership Competences
Intrapersonal Competences
Emotionally Intelligent Teacher
Interpersonal Competences
Self-Management
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The Emotionally Intelligent Teacher

• The emotionally intelligent teachers are
  resilient in response to negative stress and less
  likely to overwhelm themselves with pessimism and
  strong, negative emotions (Nelson Low, 2005).
• Emotionally healthy behavior is reflected in
  characteristic ways of (1) thinking, (2)
  identifying, managing, and expressing feelings,
  and (3) choosing effective behaviors (Nelson
  Low, 2005).

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The Emotionally Intelligent Teacher

• As educators, the information conveyed is both
  cognitive and emotional in their roles as
  teachers, models, and mentors (Mayer Cobb,
  2000).
• The necessary issue is whether faculty and staff
  are adequately prepared to convey both
  intellectual knowledge and EI competencies to
  students (Murray, 1996).

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The Emotionally Intelligent Teacher

• Intrapersonal Competencies
• The traits of effective teachers included
  effective communicators, pleasant, friendly,
  warm, enthusiastic, and excited about teaching,
  cheerful, sociable, interesting, patient, and
  sensitive to students needs, possessing a sense
  of humor, and willing to see students as
  individuals (Check, 1986) .

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The Emotionally Intelligent Teacher

• Interpersonal Competencies
• Faculty and students are collaborative,
  reciprocal, mutual engagement and a friendship
  rather than just a professional Relationship
  (Buell, 2004).
• The communicative style is nonhierarchical,
  open, safe, and invitational, and faculty know
  when to push, critique, or set high expectations
  for students (Buell, 2004).

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The Emotionally Intelligent Teacher

• Leadership
• Realize and honor students interests.
• Unleashes the strengths, talents, and passions of
  students.
• Passionately teach students the knowledge,
  skills, and strategies that they need to succeed.
• Build on students unique strengths.
• Listen to the hopes of students so that one can
  lead by being led (Bowman, 2005).

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The Emotionally Intelligent Teacher

• Self-Management
• Self management behavior of individual
  teachers and work groups could produce enhanced
  school performance, at least in students'
  academic achievements (Cheung Cheng, 2002) .

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Research Design

• The study is quantitative including two
  measurements. The sample selected will consist of
  whole teachers at a Technological Institute in
  Taiwan.

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Instrumentation

• The Exploring and Developing Emotional
  Intelligence Skills Interpersonal Communication
  Under Stress, Personal Leadership,
  Self-Management in Life and Career, and
  Intrapersonal Development. (Nelson and Low, 1998)
• The Teaching Effectiveness well-organized
  instruction, encouraging and supporting students,
  communicating high expectations, and respect to
  diverse talents and ways of learning. (Huang,
  1999)