Proceedings of the 4th International Conference on Education and Technology (ICETECH 2023)

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Exploring The Relationship Between Teacher Interns’ Self-Efficacy and Emotional Intelligence

Authors
Mary Jane L. Tomas1, *
1Nueva Ecija University of Science and Technology, Cabanatuan City, Philippines
*Corresponding author. Email: jengltomas@gmail.com
Corresponding Author
Mary Jane L. Tomas
Available Online 29 November 2024.
DOI
10.2991/978-94-6463-554-6_62How to use a DOI?
Keywords
Self-efficacy; emotional intelligence; Teacher interns; teaching internship; descriptive correlation design
Abstract

This study examines how teacher interns’ self-efficacy and emotional intelligence interact, and how this affects their effectiveness as educators. As these interns play a key role in shaping the future of education, it is important to understand what contributes to their success in the classroom. The study surveyed 381 teacher interns using a descriptive correlation design and also conducted unstructured interviews to get a more comprehensive understanding of their self-efficacy beliefs and emotional intelligence competencies. The results showed that the teacher interns had high levels of self-efficacy, particularly in their belief in personal ability and the idea that ability grows with effort. This indicates that they are enthusiastic about overcoming any challenges they may face during their internship. Furthermore, the instructor understudies illustrated tall levels of passionate insights in terms of self-awareness, overseeing feelings, persuading one-self, compassion, and social aptitudes, which appears they are prepared to seek after on-site instructing internships. The information moreover uncovered that the instructor interns’ self-efficacy is unequivocally related with their passionate insights. At long last, the ponder found a powerless relationship between self-efficacy and sex.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 4th International Conference on Education and Technology (ICETECH 2023)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
29 November 2024
ISBN
978-94-6463-554-6
ISSN
2667-128X
DOI
10.2991/978-94-6463-554-6_62How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Mary Jane L. Tomas
PY  - 2024
DA  - 2024/11/29
TI  - Exploring The Relationship Between Teacher Interns’ Self-Efficacy and Emotional Intelligence
BT  - Proceedings of the 4th International Conference on Education and Technology (ICETECH 2023)
PB  - Atlantis Press
SP  - 752
EP  - 773
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-554-6_62
DO  - 10.2991/978-94-6463-554-6_62
ID  - Tomas2024
ER  -