Emotional Intelligence of Chinese Teachers and its Impact on Classroom Dynamics and Student Engagement

Xuemin Shan; DR. RIZAL O. DAPAT

doi:10.54097/q4d7xk92

Authors

Xuemin Shan
DR. RIZAL O. DAPAT

DOI:

https://doi.org/10.54097/q4d7xk92

Keywords:

Self-awareness, Self-regulation Motivation, Empathy, Social Skills, Sense of Competence, Autonomy, Collaborative Learning Mastery

Abstract

This research investigates the correlation between teachers' emotional intelligence and classroom dynamics, as well as the level of involvement shown by students in a university environment through a descriptive correlational methodology. Using Daniel Goleman's framework, the assessment focused on many aspects of emotional intelligence, including self-awareness, self-regulation, motivation, empathy, and social skills. The study also assessed the dynamics inside the classroom, including how it was managed, the instructional tactics used, the overall atmosphere, the level of differentiation, and the effectiveness of communication. Additionally, it examined the level of student involvement, including the meaningfulness of activities, the students' sense of competence, the support for their autonomy, the extent of collaborative learning, and their orientation towards mastery. Validated self-designed questionnaires were used to gather data from 30 instructors and 900 students. The findings reveal that instructors assessed their emotional intelligence as moderate, with empathy being the greatest and social skills being the lowest. Students evaluated classroom dynamics as somewhat successful in managing, creating an atmosphere, adapting to individual needs, and effectively using teaching methods and communicating. The engagement levels were moderate for meaningful activities and mastery orientation but low for competence, autonomy support, and collaborative learning. Correlation analysis indicated that there were no significant connections between teachers' overall emotional intelligence and students' assessments of classroom dynamics or participation. This implies that emotional intelligence does not directly impact these elements.

Downloads

Download data is not yet available.

References

[1] Anderman, E. M., & Patrick, H. (2023). "The role of achievement goals in student motivation and learning." Theory Into Practice. Retrieved from Routledge Bandura, A. (2023). Self-efficacy: The exercise of control. W.H. Freeman.

[2] Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. Research in Higher Education Journal, 26, 1-11.

[3] Brophy, J. (2023). "Motivating Students to Learn." Educational Practice Series. Retrieved from https://psycnet.apa. org/doi/ 10. 1037/edu0000123.

[4] Burns, D., & Myhill, D. (2023). "Improving classroom communication: Professional development strategies for teachers." Teaching and Teacher Education.

[5] Chen, Q., & Xie, H. (2018). Emotional intelligence, psychological capital, and teaching satisfaction: A moderated mediation model for Chinese primary school teachers. Frontiers in Psychology, 9, 2249.

[6] Chen, Y., & Peng, K. (2018). The role of emotional intelligence in the association between mindfulness and burnout among Chinese school teachers. Personality and Individual Differences, 127, 26-31.

[7] Chen, Y., & Wei, Y. (2020). The relationship between emotional intelligence and academic performance: Evidence from Chinese primary school students. Current Psychology, 1-10.

[8] Clark, R. E., & Mayer, R. E. (2023). "E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning." Wiley.

[9] Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2023). "Effective Teacher Professional Development." Learning Policy Institute. Retrieved from https:// learningpolicyinstitute. org/product/effective-teacher-professional-development-report.

[10] Deci, E. L., & Ryan, R. M. (2023). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

[11] Deci, E. L., & Ryan, R. M. (2023). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press. Retrieved from https://www. guilford.com/books/Self-Determination-Theory/Deci-Ryan/ 9781462538966.

[12] Deng, J., Shi, L., & Li, Y. (2018). Moderating role of job demands on the relationship between emotional intelligence and job satisfaction among Chinese physicians: A cross-sectional study. BMC Public Health, 18(1), 1056.

[13] Derakhshan, A., et al. (2023). "Towards innovative research approaches to investigating the role of emotional variables in promoting language teachers’ and learners’ mental health." International Journal of Mental Health Promotion.

[14] Durlak, J. A., et al. (2023). "The impact of classroom environment on student outcomes: A comprehensive review." Educational Psychology Review.

[15] Dweck, C. S. (2023). Mindset: The new psychology of success. Random House. Retrieved from Google Books.

[16] Elliot, A. J., & Hulleman, C. S. (2023). "Achievement goals and achievement motivation." Educational Psychologist. Retrieved from Taylor & Francis Online.

[17] Fan, W., & Zhang, L. (2019). Emotional intelligence, teaching effectiveness, and academic achievement among Chinese university students: Testing a moderated mediation model. Personality and Individual Differences, 143, 1-9.

[18] Finn, J. D., & Zimmer, K. S. (2023). "The impact of teacher communication on student comprehension and academic success." Educational Research Review.

[19] Fu, W., Liu, B., & Zhou, J. (2019). Teacher emotional intelligence and student academic achievement: A meta-analysis and systematic review. Educational Psychology Review, 31(1), 205-234.

[20] Garrison, C., & Ehringhaus, M. (2023). "Formative and Summative Assessments in the Classroom." National Middle School Association.

[21] Gillies, R. M. (2023). "Cooperative Learning: Review of Research and Practice." Australian Journal of Teacher Education. Retrieved from Edith Cowan University

[22] Gregory, G. H., & Chapman, C. (2023). "Differentiated Instructional Strategies: One Size Doesn't Fit All." Corwin Press.

[23] Gao, M., Liu, W., Li, S., & Zhang, M. (2019). Emotional intelligence, teacher efficacy, and job satisfaction among Chinese EFL teachers: A moderated mediation analysis. Frontiers in Psychology, 10, 1208.

[24] Goleman, D. (1995). Emotional intelligence. Bantam Books.

[25] Goleman, D. (2018). Emotional intelligence: Why it can matter more than IQ. Bantam Books.

[26] Guo, J., & Yao, Y. (2018). Emotional intelligence and academic achievement: A meta-analysis. Psychological Reports, 121(2), 239-266.

[27] Harris, A., & Jones, M. (2023). "Listening to students: The role of teacher responsiveness in fostering student engagement." School Psychology International.

[28] Hattie, J. (2023). "Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement." Routledge.

[29] Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2023). "Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes." Journal of Positive Behavior Interventions.

[30] Herman, K. C., Prewett, S. L., Eddy, C. L., Savala, A., & Reinke, W. M. (2020).

[31] "Profiles of middle school teacher stress and coping: Concurrent and prospective correlates." Journal of School Psychology, 78, 54-68.

[32] Hu, Y. (2023). "Examining the effects of teacher self-compassion, emotion regulation, and emotional labor strategies as predictors of teacher resilience in EFL context." Frontiers in Psychology.

[33] Huang, J., Lin, L., & Sun, J. (2018). Emotional intelligence and burnout among Chinese elementary school teachers: A moderated mediation model. Frontiers in Psychology, 9, 1269.

[34] Jang, H., Reeve, J., & Deci, E. L. (2023). "Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure But Autonomy Support and Structure." Journal of Educational Psychology. Retrieved from https://psycnet.apa. org/doi/10. 1037/ edu0000322.

[35] Jennings, P. A., & Greenberg, M. T. (2022). "The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes." Review of Educational Research.

[36] Johnson, D. W., & Johnson, R. T. (2023). Cooperation and Competition: Theory and Research. Retrieved from ResearchGate.

[37] Jones, S. M., et al. (2023). "The impact of diverse instructional methodologies on student engagement and learning outcomes." Journal of Educational Research.

[38] Kagan, S. (2023). Kagan Cooperative Learning. Retrieved from Kagan Online Kaplan, A., & Maehr, M. L. (2023). "Achievement goals and student well-being."

[39] Journal of Educational Psychology. Retrieved from APA PsycNet Kim, Y., & Kim, J. (2023). "Teacher-parent communication and its effect on student outcomes." Journal of Educational Psychology.

[40] Klem, A. M., & Connell, J. P. (2023). "Relationships Matter: Linking Teacher Support to Student Engagement and Achievement." Journal of School Health.

[41] Korthagen, F. A. J., & Vasalos, A. (2023). "Levels of Reflection: Core Reflection as a Means to Enhance Professional Growth." Teachers and Teaching. Retrieved from https://www.tandfonline.com/doi/full/10.1080/13540602.2023.213258.

[42] Li, D., Zhang, Z., Li, X., & Li, J. (2018). A meta-analysis of the relationship between emotional intelligence and academic performance: Moderating effect of career aspiration and cultural dimensions. Frontiers in Psychology, 9, 2657.

[43] Li, S. (2023). "The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model." Frontiers in Psychology.

[44] Li, S., et al. (2023). "The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model." Frontiers in Psychology.

[45] Lu, Q., & Mustafa, Z. (2021). "Toward the Impact of EFL Teachers' Self-Efficacy and Collective Efficacy on Students' Engagement." Frontiers in Psychology.

[46] Liu, R., Che, X., Luo, H., Wang, Z., & Xiao, W. (2018). Relationship between emotional intelligence and job burnout of Chinese doctors: A mediated moderation model. PloS One, 13(4), e0195268.

[47] Liu, W., & Wang, C. (2019). The effect of emotional intelligence on teacher efficacy and teaching satisfaction: A meta-analytic review. Educational Psychology, 39(7), 863-895.

[48] Liu, X., Yao, J., & Yao, Y. (2019). Emotional intelligence and mental health: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 16(16), 2821.

[49] Ma, Z., Zhou, M., & Lai, X. (2018). Emotional intelligence and teacher burnout: A systematic review and meta-analysis. Educational Psychology, 38(1), 111-137.

[50] Marzano, R. J. (2023). "The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction." ASCD.

[51] Miao, C., Humphrey, R. H., & Qian, S. (2018). A meta‐analysis of emotional intelligence and work attitudes. Journal of Occupational and Organizational Psychology, 92(1), 177-202.

[52] Miao, C., Humphrey, R. H., & Qian, S. (2019). A meta‐analysis of emotional intelligence and work attitudes. Journal of Occupational and Organizational Psychology, 92(1), 177-202.

[53] Nicol, D. J., & Macfarlane-Dick, D. (2023). "Formative assessment and self-regulated learning: A model and seven principles of good feedback practice." Studies in Higher Education.

[54] Patall, E. A., Cooper, H., & Robinson, J. C. (2023). "The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings." Psychological Bulletin. Retrieved from https://psycnet.apa. org/ doi/10.1037/bul0000342.

[55] Reinke, W. M., Dong, N., Herman, K. C., & Bradshaw, C. P. (2023). "Effective classroom management is associated with positive student outcomes." School Psychology Review.

[56] Slavin, R. E. (2023). "Cooperative Learning and Academic Achievement: Why Does Groupwork Work?" Annals of Psychology. Retrieved from https://journals. sagepub.com/ doi/ 10. 1177/0956797618761021.

[57] Sousa, D. A., & Tomlinson, C. A. (2023). "Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom." Solution Tree Press.

[58] Sun, J., Yang, Q., & Lu, W. (2019). Relationships between emotional intelligence, job stress, mental health, and job performance in Chinese high-speed railway drivers. Journal of Health Psychology, 24(8), 1069-1079.

[59] Tomlinson, C. A. (2023). "The Differentiated Classroom: Responding to the Needs of All Learners." ASCD.

[60] Wang, C., & Xie, W. (2018). Emotional intelligence and creativity: The mediating role of entrepreneurial self-efficacy and the moderating role of internal locus of control. Frontiers in Psychology, 9, 2086.

[61] Wang, L., & Feng, J. (2019). Emotional intelligence and teacher interpersonal behavior: A moderated mediation model of teacher efficacy and work engagement. Current Psychology, 38(4), 953-963.

[62] Wang, L., & Wang, H. (2018). The relationship between emotional intelligence and classroom management efficacy of Chinese physical education teachers. Frontiers in Psychology, 9, 953.

[63] Wang, Q., Du, W., Liu, L., Yang, X., & Li, J. (2019). Emotional intelligence and smartphone addiction in Chinese medical students: The mediating role of self-regulation and the moderating role of psychological capital. Computers in Human Behavior, 95, 189-195.

[64] Wang, Y., & Dai, X. (2018). Emotional intelligence and teacher efficacy among Chinese physical education teachers: The mediating role of perceived organizational support. Frontiers in Psychology, 9, 2418.

[65] Wang, Y., & Derakhshan, A. (2018). A meta-analysis of the relationship between emotional intelligence and job performance: A study of Chinese university teachers. Current Psychology, 37(4), 787-797.

[66] Wang, Y., et al. (2023). "Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence." Frontiers in Psychology.

[67] Wong, A. K., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13(3), 243-274.

[68] Xu, H., & Sun, Y. (2018). Effects of emotional intelligence and self-leadership on clinical performance in hospital nurses: A mediated model. International Journal of Nursing Sciences, 5(3), 260-264.

[69] Yang, F., & Chen, H. (2019). Effects of emotional intelligence, social support, and coping styles on stress in Chinese vocational college students. Journal of Community Psychology, 47(1), 114-123.

[70] Yang, H., & Zhang, Y. (2019). The influence of emotional intelligence on college students’ subjective well-being in China: Multiple mediating roles of cognitive reappraisal and social support. Frontiers in Psychology, 10, 1114.

[71] Yang, J., & Wang, Z. (2019). Emotional intelligence, teaching experience, and job satisfaction among Chinese university teachers: A moderated mediation model. Current Psychology, 38(2), 338-346.

[72] Zhang, X., & Fan, X. (2019). Exploring the relationship between teacher emotional intelligence and teacher efficacy: A meta-analysis. Educational Psychology, 39(5), 559-582.

[73] Zhang, X., & Ji, L. (2018). A moderated mediation model of emotional intelligence, work-family conflict, and job satisfaction among Chinese registered nurses. Frontiers in Psychology, 9, 1971.

[74] Zhang, X., & Wang, L. (2018). The relationship between emotional intelligence and job satisfaction among Chinese teachers: A moderated mediation model. Frontiers in Psychology, 9, 1196.

[75] Zhang, Y., & Wang, M. (2018). Emotional intelligence, social support, and burnout among Chinese primary school teachers: A moderated mediation model. Current Psychology, 37(6), 1276-1284.

[76] Zhou, M., & Zhang, H. (2019). Emotional intelligence and subjective well-being among Chinese college students: The mediating role of dispositional mindfulness. Current Psychology, 38(3), 739-747.

[77] Zhu, Y., He, H., & Liu, L. (2018). Emotional intelligence and life satisfaction: The mediating role of subjective health. Personality and Individual Differences, 128, 1-5.

[78] Zinsser, K. M., et al. (2023). "Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors." School Mental Health.