The Influence of Emotional Intelligence, Competence and Work Environment on Teacher Performance of SMP Kemala Bhayangkari Jakarta

The purpose of this study was to determine the effect of emotional intelligence, competence and work environment toward teacher performance either partially or simultaneously. The object research carreid out to the employee stamp of SMP Kemala Bhayangkari Jakarta. Design research conducted in the preparation of this is quantitative that aims to determine the influence between two or more deeply variables describe or reveal a problem, situation, event or revealing fact as they are deeply and try to find a solution or problems solve. The results showed that Emotional intelligence has positive effect on performance with coefficient value of 0.161. Competence has positive effect on performance with coefficient value of 0.429. Work environment positively influence toward performance with coefficient value equal to 0,262. Adjust R Square value of 0.442. Indicates that emotional intelligence, competence and work environment together contribute 44,2% to performance and the rest of 55,8% influenced by other variable outside this researc

Correlation between Emotional Intelligence and Work Engagement of Special School Teachers

Background: Optimal job performance of special school teachers is marked by high work engagement because engaged teachers showed perseverance, enthusiasm, and absorption at work. Work engagement is influenced by several factors, one of them is personal resources. Personal resource that considered important in people’s success is emotional intelligence. The purpose of this study was to examine the relationship between emotional intelligence and work engagement of teachers at a Sekolah Luar Biasa Negeri, a public special school in Semarang. Method: Data from 60 teachers were collected using Work Engagement Scale (33 item; α = .93) and Emotional Intelligence Scale (32 item; α = .93) Results: Simple linear regression analysis showed that there was a positive correlation between emotional intelligence and work engagement, r = .87; (p < .001) Conclusion: Result indicated that higher emotional intelligence is likely to lead to higher work engagement. Emotional intelligence contributed to 74.8% of the variance in work engagement. Teachers are expected to manage emotion better in order to achieve high work engagement. Keywords: work engagement, emotional intelligence, teacher, special schoo

Measuring Emotional Intelligence

The original UNH webpage about emotional intelligence was among the first online and publicly available sources of responsible information about emotional intelligence. Here, in revised form, is a central document regarding topics about emotional intelligence and focused in particular on the issues surrounding the measurement of emotional intelligence. The following document represents a reconstruction and update of the earlier UNH Emotional Intelligence site and information that was available on it. The reconstruction includes all the major essays and e-mail exchanges with colleagues about the theory that were relevant to emotional intelligence. As we transferred the material to the present website, it was lightly edited. The edits were limited to: Ensure all links were properly updated or proplerly referenced in APA style Correct typographical and orthographical mistakes in the earlier texts. Replace tables that had been formatted originally in HTML with formatting in MS Word (from which PDFs were made). During those edits, some tables were clarified or, if overly long, shortened to focus on what was important. For example, the tables reflecting types of data in the Measuring Emotional Intelligence section were updated and, in some instances, revised into bulleted lists; also, the table that included examples of hypothetical individuals who were low in personal intelligence was shortened to include fewer examples. The multiple individual posts on the original website were combined into the PDFs below. The first-level headings in the documents generally correspond to the names of the individual pages on the original website, with small exceptions

Identifying the underlying dimensions of teachers\u27 emotional intelligence

Within the area of educational research that has its focus on individual differences, the concept of emotional intelligence and its study in relation to the professional lives of teachers has raised considerable interest over the past decade. This article reports on data from a new measure of emotional intelligence specifically related to situations in the teaching environment. The four underlying dimensions that are identified in this study appear to be a more relevant way of characterising emotional intelligence for those in the teaching profession than other conceptualisations of emotional intelligence. The article concludes with an examination of the contention that emotional intelligence is strongly connected to effective teaching practice<br /

Relating emotional intelligence to academic achievement among university students in Barbados

This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)’s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students’ academic achievement.peer-reviewe

Emotional intelligence and its role in recruitment of nursing students

This article considers the concept of emotional intelligence and how it can be used in the recruitment and development of nursing students. The links between emotional intelligence and the qualities of compassion and caring are examined. The ethical difficulties surrounding the use of emotional intelligence tests are explored and the value of using a variety of recruitment methods is emphasised. The article suggests that emotional intelligence is an ability which may be developed through nurse education programmes, even if not fully present at interview. The contribution of service users to the recruitment of nursing students is examined, suggesting that they offer some important observations about interviewees. These observations may be more valid than the insights gained from the use of emotional intelligence tests

The Relationship Between Reasoning, And Emotional Intelligence In Social Interaction With Mathematics Achievement

The objectives of this research are to determine the relationship between reasoning, and emotional intelligence in social interaction with mathematics achievement. The survey was conducted at SLTP 5 Yogyakarta, Indonesia with 90 respondents selected by random sampling. The study reveals that there are positive relationship between: (a) reasoning and mathematics achievement; (b) emotional intelligence in social interaction and mathematics achievement. Together, there is a positive relationship between reasoning, and emotional intelligence in the social interaction with mathematics achievement. Key words : Emotional Intelligence, Mathematics Achievemen

Perceived emotional intelligence as a predictor of depressive symptoms after a one year follow-up during adolescence

Research to date has identified various risk factors in the emergence of depressive disorders in adolescence. There are very few studies, however, which have analyzed the role of perceived emotional intelligence in depressive symptoms longitudinally during adolescence. This work aimed to analyze longitudinal relationships between perceived emotional intelligence and depressive symptoms in adolescence, developing an explanatory model of depression following a one-year follow-up. A longitudinal study was carried out with two waves separated by one year, with a sample of 714 Spanish adolescents. The instruments consisted of self-report measures of depressive symptoms and perceived emotional intelligence. Results underlined gender differences in depressive symptoms and emotional intelligence, and indicated that greater emotional intelligence was associated with a lower presence of depressive symptoms after a one year follow-up. A multiple partial mediation model was developed to explain longitudinally depressive symptoms based on perceived emotional intelligence skills and depressive symptoms. These contributions underscore the need to design programs to prevent depression in adolescence through the promotion of emotional intelligence.peer-reviewe