International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2023, Vol. 14(3) 1-14

Early Childhood Teachers Emotional Intelligence, Efficacy, Psychological Well-Being and Teacher Burnout

Hüseyin Kotaman & Derya Evran

pp. 1 - 14   |  DOI: https://doi.org/10.29329/ijrte.2023.598.01   |  Manu. Number: MANU-2307-28-0003

Published online: September 27, 2023  |   Number of Views: 43  |  Number of Download: 298


Abstract

The purpose of this study is to examine relation among early childhood teachers’ emotional intelligence, their teacher efficacy and psychological well-being and impact of these concepts on their burnout. The participants consist of 342 early childhood teachers from different cities of Turkey. The participants responded to the Turkish version of the Maslach Burnout Inventory-Educator Survey, Turkish version of Teacher Sense of Efficacy Scale, Turkish version of the Schutte Self-Report Emotional Intelligence Test and the Turkish version of the Warwick-Edinburg Mental Wellbeing Scale. Results revealed strong association among teacher emotional intelligence, teaching efficacy and psychological well-being. Psychological well-being appeared as a mediator between teachers’ emotional intelligence, teaching efficacy and burnout.

Keywords: Early childhood teachers, teaching efficacy, emotional intelligence, psychological well-being, burnout


How to Cite this Article?

APA 6th edition
Kotaman, H. & Evran, D. (2023). Early Childhood Teachers Emotional Intelligence, Efficacy, Psychological Well-Being and Teacher Burnout . International Journal of Research in Teacher Education, 14(3), 1-14. doi: 10.29329/ijrte.2023.598.01

Harvard
Kotaman, H. and Evran, D. (2023). Early Childhood Teachers Emotional Intelligence, Efficacy, Psychological Well-Being and Teacher Burnout . International Journal of Research in Teacher Education, 14(3), pp. 1-14.

Chicago 16th edition
Kotaman, Huseyin and Derya Evran (2023). "Early Childhood Teachers Emotional Intelligence, Efficacy, Psychological Well-Being and Teacher Burnout ". International Journal of Research in Teacher Education 14 (3):1-14. doi:10.29329/ijrte.2023.598.01.

References

    Agusto-Landa, J. M., Lopez-Zafra, E., Berrios-Matos, M. P., Pulido-Martos, M. (2012). Analyzing the relations among percieved emotional intelligence, affect balance and burnout. Behavioral Pyschology 20 (1), 151-168.

    Aksu, M., Demir, E. C., Daloğlu, A., Yıldırım, S., &Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30, 91-101.  doi:10.1016/j.ijedudev.2009.06.005.

    Alvez, H. K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education 23, 1113–1126.

    Aloe, A. M., Amo, C. L., & Shanahan, E. M. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychological Review, 26, 101-126. Doi: 10.1007s10648-013-9244-0. 

    Anderson, J., &Gerbing, D. (1998). Structural equation modeling in practice: a review and recommended two-step approach. Psychological Bulletin, 103, 411–423.

    Bandura, A.(1989). Human agency in social cognitive theory. American Psychologist, 44(1), 1175-1184.

    Betoret, D. F. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach. Educational Psychology, 29 (1), 45-68, doi: 10.1080/01443410802459234.

    Bone, P., Sharma, S., &Shimp, T. (1989). A bootstrap procedure for evaluating goodness-of-fit indices of structural equation and confirmatory factor models. Journal of Marketing Research, 26(1), 105–111.

    Borg, G. M., & Riding, J. R. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17 (3), 263-281.

    Brackett, A. M., Palomera, R., Mojsa-Kaja, J. Reyes, R. M., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47 (4), 406-417.

    Brudnik, M. (2009). Perception of self-efficacy and professional burnout in general education teachers. Human Movement, 10 (2), 170-175. doi: 10.2478/v10038-009-0013-3

    Cansoy, R., Parlar, H., &Türkoğlu, E. M. (2020). A predictor of teachers' psychological well-being: Teacher self-efficacy. International Online Journal of Educational Sciences, 12 (4), 41-55

    Chan, W. D. (2006). Emotional intelligence and components of burnout among Chinse secondary school teachers in Hong Kong. Teaching and Teacher Education, 22, 1042-1054.

    Çapa, Y., Çakıroğlu, J. veSarıkaya, H. (2005). Öğretmen Özyeterlik Ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması. Eğilim ve Bilim, 10(117), 74-81.

    Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2

    Egyed, J. C., & Short, J. R. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27 (4), 462-474. doi: 10.1177/0143034306070432.

    Evans, M. G. (1991). The problem of analyzing multiplicative composites: interactions revisited. American Psychologist, 46, 6–15.

    Fernet, C., Guay, F., Senecal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors.  Teaching and Teacher Education, 28, 514-525. doi: 10.1016/j.tate.2011.11.013. 

    Fiorili, C., Albanese, O., Gabola, P., & Pepe, A. (2017). Teachers' emotional competence and social support: Assessing the mediating role of teacher burnout. Scandinavian Journal of Educational Research, 61 (2), 127-138. http://dx.doi.org/10.1080/00313831.2015.1119722

    Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, New Jersey: Prentice Hall.

    Girgin, G., veBaysal, A. (2005). Zihinsel engelli öğrencilere eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi ve bazı değişkenler (İzmir örneği). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 1-10.

    Guglielmi, S. R., &Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68 (1), 61-99.

    Hakanen, J. J., Bakker, B. A., & Schaufeli, B. W. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513. doi: 10.1016/jsp.2005.11.001.

    Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., & Nagle, G. (2012). Social-emotional development, school readiness, teacher-child interactions, and classroom environment. Early Education & Development 23, 919–944.

    Hong, Y. J. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18 (4), 417-440, doi: 10.1080/13540602.2012.696044.

    Isaac, S, & Michael, W, (1995). Handbook in research and evaluation: a collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences. San Diego: EdITS Publisher

    Jeon, L., Buettner, K. C., Grant, A. A. (2018). Early childhood teachers' psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29 (1), 53-669. https://doi.org/10.1080/10409289.2017.1341806

    Joreskog, K.  G.  (1967).  Some contributions to maximum likelihood factor analysis.  Psychometrika, 3, 443–482.

    Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58-67.

    Kahn, H. J., Schneider, T. K., Jenkins-Henkelman, M. T., & Moyle, L. L. (2006). Emotional social support and job burnout among high-school teachers: is it all due to dispositional affectivity? Journal of Organizational Behaviour, 27, 793-807. doi: 10.1002/job.397.

    Kaur, B., & Singh, A. (2014). Burnout among school teachers in relation to their psychological well-being. Indian Journal of Health and Wellbeing, 5 (3), 375-378.

    Keldal, G.(2015). Warwick-Edinburgh Mental İyi Oluş Ölçeği’nin Türkçe Formu: Geçerlik ve güvenirlik çalışması. The Journal of Happiness & Well-Being, ,3(1), 103-115.

    Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development 15 (4) 471–484. doi:13664530. 2011.642647.

    Kotaman, H. (2016a). Turkish prospective early childhood teachers’ emotional intelligence level and its relationship to their parents’ parenting styles. Teacher Development, 20 (1), 106-122.

    Kotaman, H. (2016b). Turkish early childhood teachers’ emotional problems in early years of their professional lives. European Early Childhood Education Research Journal. 24 (2) 365-381. DOI: 10.1080/1350293X.2014.970849

    Kotaman, H. (2014). Turkish classroom teachers’ views on school readiness: a phenomenological study. Education 3-13: International, Elementary and Early Years Education, 42 (5), 542-553. DOI: 10.1080/03004279.2012.736401

    Lee, H. Y. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical eduaction teaching. European Physical Education Review, 25 (1), 236-253. DOI: 10.1177/1356336X17719559.

    Leung, P. Y. D., & Lee, S. W. W. (2006). Predicting intention to quit among Chinese teachers: Differential predictability of the components of burnout. Anxiety, Stress, & Coping, 19 (2), 129-141. doi: 10.1080/10615800600565476.

    Maslach, C. (1993). Burnout: A Multidimensional Perspective. Professional Burnout: Recent Developments in Theory and Research. Taylorand Francis, Washington DC, 19-32.

    Malmberg, L. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22, 58–76.

    Maslach, C., & Jackson, E. S. (1981). Measurement of experienced burnout. Journal of Occupational Behavior, 2 (2), 99-113.

    Martel, S. J. M., & Santana, M. D. J. (2021). The mediating effect of university teaching  staff's psychological well-being between emotional intelligence and burnout. Psicologia Educativa, 27 (3), 145-153. ttps://doi.org/10.5093/psed2021a12

    Mayes, D. J., Salovey, P., & Caruso, R. D. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15 (3), 197-205.

    Merida-Lopez, S., &Extremera, N. (2017). Emotional intelligence and teacher burnout. A systemetic review. International Journal of Educational Research, 85, 121-130. http://dx.doi.org/10.1016/j.ijer.2017.07.006

    Milfont, L. T., Denny, S., Ameratung, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers. Social Indicators Research, 89, 169-177. doi: 10.1007/s11205-007-9229-9.

    Salovey, P.,& Mayer, J. (1990). Emotional intelligence. Imagination, Cognition and Personality,9, 185-211.

    Sandholtz, H. J. &Ringstaff, C. (2014). Inspiring instructional change in elementary school science: The relationship between enhanced self-efficacy and teacher practices. Journal of Science Teacher Education, 25, 729-751. DOI 10.1007/s10972-014-9393-0

    Schumacker, R., & Lomax, R. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Lawrence Erlbaum Associates.

    Soner, O., &Yılmaz, O. (2020). Özel eğitim sınıflarında görev yapan öğretmenlerin psikolojik iyi oluşları ve tükenmişlik düzeyleri. (Psychological well-being and burnout levels of teachers teaching in special education). Trakya EğitimDergisi, 10 (3), 668-682.

    Skaalvik, M. E., &Skaalvik, S. (2017). Dimensions of teacher burnout: relations with potential stressors at school. Social Psychololgy Education, 20, 775-790. https://doi.org/10.1007/s11218-017-9391-0

    Tatar, A., Tok, S. veSaltukoğlu, G. (2011). GözdenGeçirilmiş Schutte Duygusal Zekâ Ölçeğinin Türkçe'ye uyarlanması ve psikometrik özelliklerinin incelenmesi. Klinik Psikofarmakoloji Bülteni-Bulletin of Clinical Psychopharmacology, 21(4), 325-338.

    Tang, S-K. C., Au, W-T., Schwarzer, R., & Schmitz, G. (2001). Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout. Journal of Organizational Behavior, 22, 887-901. doi: 10.1002/job.120.

    Vesely, K. A., Saklofske, H. D., &Leschied, D.W. A. (2013). Teachers- the vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71-89. DOI: 10.1177/0829573512468855

    Yorulmaz, İ. Y., &Altınkurt, Y. (2017). The examination of teacher burnout in Turkey: A meta-analysis. Turkish Journal of Education, 7 (1), 34-54. DOI: 10.19128/turje.348273.

    Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R.-M., & Lian, R. (2019). Teachers’ emotional intelligence and self-efficacy: Mediating role of teaching performance. Social Behavior and Personality: An international journal, 47(3), e7869