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Identifying Teacher Emotional-social...

Fults, Justin R.

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Identifying Teacher Emotional-social Competencies that Predict Positive & Negative Relationships with Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Identifying Teacher Emotional-social Competencies that Predict Positive & Negative Relationships with Students./
Author:	Fults, Justin R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-09(E), Section: B.
Contained By:	Dissertation Abstracts International80-09B(E).
Subject:	Behavioral psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13905943
ISBN:	9781392176719

Identifying Teacher Emotional-social Competencies that Predict Positive & Negative Relationships with Students.
Fults, Justin R.

Identifying Teacher Emotional-social Competencies that Predict Positive & Negative Relationships with Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 142 p.

Source: Dissertation Abstracts International, Volume: 80-09(E), Section: B.

Thesis (Ed.D.)--Bowling Green State University, 2019.

Teacher emotional-social competencies may bare some connection to student perceptions of the quality of relationships with their teachers. Student perceptions of these relationships with teachers may in turn influence student affective and cognitive outcomes in meaningful ways. Teachers with emotional-social deficiencies face challenges in establishing a desirable and productive learning environment for their students. The strength of the relationships between a teacher and the students within their classroom has been identified as being one of the single most influential contributors towards student cognitive and affective outcomes.

ISBN: 9781392176719Subjects--Topical Terms:

2122788
Behavioral psychology.

Identifying Teacher Emotional-social Competencies that Predict Positive & Negative Relationships with Students.
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245 1 0 $a Identifying Teacher Emotional-social Competencies that Predict Positive & Negative Relationships with Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-09(E), Section: B.
500 $a Adviser: Rachel Vannatta.
502 $a Thesis (Ed.D.)--Bowling Green State University, 2019.
520 $a Teacher emotional-social competencies may bare some connection to student perceptions of the quality of relationships with their teachers. Student perceptions of these relationships with teachers may in turn influence student affective and cognitive outcomes in meaningful ways. Teachers with emotional-social deficiencies face challenges in establishing a desirable and productive learning environment for their students. The strength of the relationships between a teacher and the students within their classroom has been identified as being one of the single most influential contributors towards student cognitive and affective outcomes.
520 $a The purpose of this study was to investigate the correlations that exist amongst teacher emotional-social competencies using the EQi 2.0 and student perceptions of teacher behavior along two dimensions of the Model for Interpersonal Teacher Behavior (MITB). These dimensions (Influence and Proximity) map student perceptions of their relationships with teachers. This study sought to identify a set of teacher EQi scales that best predict student perceptions of teacher Influence and Proximity.
520 $a The results of the study indicated that all five EQi composite (Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management) and nine subscales (Self-Regard, Emotional Self-Expression, Assertiveness, Interpersonal Relationships, Social Responsibility, Problem Solving, Flexibility, Stress Tolerance, and Optimism) revealed statistically significant positive relationships with teacher Influence. The EQi composite scale of Interpersonal significantly predicts teacher Influence as did the subscale of Social Responsibility.
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