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Emotional intelligence of teachers a...

Hoffmann, Crystal J.

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Emotional intelligence of teachers and struggling readers: A quantitative study on the relationship between teacher emotional intelligence and reading gains in struggling secondary readers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Emotional intelligence of teachers and struggling readers: A quantitative study on the relationship between teacher emotional intelligence and reading gains in struggling secondary readers./
作者:	Hoffmann, Crystal J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	116 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254372
ISBN:	9781369555622

Emotional intelligence of teachers and struggling readers: A quantitative study on the relationship between teacher emotional intelligence and reading gains in struggling secondary readers.
Hoffmann, Crystal J.

Emotional intelligence of teachers and struggling readers: A quantitative study on the relationship between teacher emotional intelligence and reading gains in struggling secondary readers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 116 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--University of La Verne, 2017.

Purpose. The purpose of this quantitative, correlational study was to examine emotional intelligence theory with the self-reported EQ of high school teachers in Kern County, to predict whether a relationship exists between the EQ of the teacher and student achievement, as measured by the STAR Renaissance Reading Diagnostic for students with a preestablished instructional reading level that falls between the 3.0 and 8.0 band.

ISBN: 9781369555622Subjects--Topical Terms:

529436
Educational leadership.

Emotional intelligence of teachers and struggling readers: A quantitative study on the relationship between teacher emotional intelligence and reading gains in struggling secondary readers.
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245 1 0 $a Emotional intelligence of teachers and struggling readers: A quantitative study on the relationship between teacher emotional intelligence and reading gains in struggling secondary readers.
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300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Bryon J. Schaefer.
502 $a Thesis (Ed.D.)--University of La Verne, 2017.
520 $a Purpose. The purpose of this quantitative, correlational study was to examine emotional intelligence theory with the self-reported EQ of high school teachers in Kern County, to predict whether a relationship exists between the EQ of the teacher and student achievement, as measured by the STAR Renaissance Reading Diagnostic for students with a preestablished instructional reading level that falls between the 3.0 and 8.0 band.
520 $a Methodology. This was a quantitative research study, which used a correlation and regression research methodology. Fifty-three high school teachers in Kern County were surveyed to determine their EQ and those teachers' student archival data from the district was used to compare their EQ to gains made in reading on the STAR Renaissance Reading Diagnostic.
520 $a Findings. Data collected from 53 teachers and 1,643 of the students they taught, produced a number of findings: (a) the relationship between student scores and teacher EQ accounted for 99.3% of the variance in the model; (b) only .7% of the variance could not be explained when considering whether EQ is an important factor to consider when choosing teachers of struggling readers; (c) the domain scores were compared to the IRL2 scores of the students, the variance jumped from 60.2% in Model 2 to 99.4% in Model 3; and (d) when gender and number of years teaching were added to Model 4, it did not change how strong a relationship existed in Model 3.
520 $a Conclusions. Because there was a statistically significant relationship between teacher EQ and gains made in struggling secondary readers, it is recommended that school administrators and teachers examine teacher EQ prior to assigning teachers to teach struggling secondary readers.
520 $a Recommendations. It is recommended that additional research be performed to determine if the findings from this study can be replicated using different assessments either for personality or for measuring student achievement to determine if those have more of an impact in increasing reading levels and achievement of struggling secondary students.
590 $a School code: 0476.
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