Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school ..." /> Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of thi..." /> Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of thi..." />

The Role of Teachers’ Emotional Intelligence and Self-Efficacy in Decreasing Students’ Separation Anxiety Disorder

  • Masoumparast S
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Abstract

<p class="apa">Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students. Methods: This study used a descriptive-correlational methodology. The sample consisted of 345 teachers and 280 students with SAD selected by stratified proportional to size sampling by Cochran formula. Bar-on’s EQ-i, Schwarzer’s GSE and evaluation forms were used to evaluate teachers; Espada’s CSAS and Spence Children’s Anxiety Scale (SCAS) were used to measure SAD in children. Finally, post-test was taken from students with SAD.Results: The results showed a significant positive correlation between EI and self-efficacy of teachers. On the other hand, EI and self-efficacy of teachers significantly influenced students, so that a significant difference was found in the pre-test and post-test scores of students. SAD significantly decreased in students. Conclusion: positive teacher-student interactions can reduce the symptoms of SAD in students. Thus, teaching profession is a serious responsibility which should not be considered only as a job.</p>

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APA

Masoumparast, S. (2016). The Role of Teachers’ Emotional Intelligence and Self-Efficacy in Decreasing Students’ Separation Anxiety Disorder. International Education Studies, 9(4), 185. https://doi.org/10.5539/ies.v9n4p185

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