Education in Africa 
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| Title: | Emotional intelligence: hidden ingredient for emotional health of teachers |
| Authors: | Jacobs, S. Kemp, A.  Mitchell, J. |
| Year: | 2008 |
| Periodical: | Africa Education Review |
| Volume: | 5 |
| Issue: | 1 |
| Pages: | 131-143 |
| Language: | English |
| Geographic term: | South Africa |
| Subjects: | teachers work environment occupational health teacher education |
| External link: | https://www.tandfonline.com/doi/abs/10.1080/18146620802144842 |
| Abstract: | In an environment of comprehensive reformation, as in postapartheid South Africa, teachers report to having high levels of work-related pressure and stress. They are expected to attend courses where they learn how to implement change but there is no mechanism to help them cope with this change-induced stress. The present study examines elements of emotional-social intelligence that could perhaps indicate ways in which teachers can learn to cope with change. A survey was conducted amongst teachers enrolled at the University of South Africa for a variety of education subjects at different levels. One thousand two hundred and sixty one completed the questionnaire. Using an instrument based on the Bar-On model of emotional-social intelligence it was found that teachers have low self- and social awareness coupled with insufficient self-management skills. On the whole the general mood is not positive enough to be optimistic and sufficiently self-motivated to set and pursue goals in order to be successful teachers. The results of the research indicate that there is a need to create mechanisms by which teachers can be trained and through which they can increase their own self- and social awareness, thereby improving their general mood and motivation. Bibliogr., sum. [Journal abstract] |
