An Exploratory Study of Accessing Teachers' Emotional Intelligence

• In Event: Exploring Teachers' Social-Emotional Learning

Abstract

K-12 teachers often report a high level of stress, especially during the COVID-19 crisis. Fostering teachers’ emotional intelligence (EI) could be an avenue to help K-12 teachers cope with stress and negative emotions, and to improve their wellness and effectiveness. However, there is a lack of brief and reliable measurements to access K-12 teachers’ EI. In this study, we aimed at developing a new measurement tailored for K-12 teachers. With the collected data, the study investigated the measurement’s internal consistency and nomological validity. We will describe the development of the instrument, discuss its implications, and finally offer suggestions for further development and testing.

Authors

• Ke Huang, William & Mary School of Education

• Megan Tschannen-Moran, William & Mary School of Education