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@article{ART001404878},
author={Jae won Lee and 윤지희},
title={Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2009},
volume={10},
number={4},
pages={537-563}

TY - JOUR
AU - Jae won Lee
AU - 윤지희
TI - Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers
JO - Journal of Special Education: Theory and Practice
PY - 2009
VL - 10
IS - 4
PB - Research Institute of the Korea Special Education
SP - 537
EP - 563
SN - 1598-060X
AB - The purpose of this study was to examine the influence of the emotional intelligence of special education teachers on their teacher efficacy and teaching performance. The subjects in this study were 196 special education teachers in Seoul. After a survey was conducted to collect data, a SPSS Ver. 15.0 program was employed, and t-test, one-way ANOVA, simple regression analysis, multiple regression analysis and path analysis were carried out. The findings of the study were as follows: First, in regard to the impact of personal characteristics, the special education teachers were significantly different in emotional intelligence, teacher efficacy and teaching performance according to gender and career. Second, the emotional intelligence of the special education teachers had a more positive impact on their personal teaching efficacy, one of teacher efficacy variables. Third, the emotional intelligence of the special education teachers exerted a positive influence on their teaching performance. Fourth, the teacher efficacy of the special education teachers affected their teaching performance in a significant way. Fifth, there was a significant firsthand and secondhand mutual influence among the emotional intelligence, teacher efficacy and teaching performance of the special education teachers, and the variables had a causal relationship with one another. The above -mentioned findings suggested that the positive emotional intelligence of the special education teachers exercised a favorable influence in boosting their teacher efficacy, which was an educational belief, and in enhancing their teaching performance, which denoted that higher-quality instruction could be provided to students.
KW - emotional intelligence;teacher efficacy;teaching performance
DO -
UR -
ER -

Jae won Lee and 윤지희. (2009). Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers. Journal of Special Education: Theory and Practice, 10(4), 537-563.

Jae won Lee and 윤지희. 2009, "Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers", Journal of Special Education: Theory and Practice, vol.10, no.4 pp.537-563.

Jae won Lee, 윤지희 "Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers" Journal of Special Education: Theory and Practice 10.4 pp.537-563 (2009) : 537.

Jae won Lee, 윤지희. Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers. 2009; 10(4), 537-563.

Jae won Lee and 윤지희. "Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers" Journal of Special Education: Theory and Practice 10, no.4 (2009) : 537-563.

Jae won Lee; 윤지희. Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers. Journal of Special Education: Theory and Practice, 10(4), 537-563.

Jae won Lee; 윤지희. Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers. Journal of Special Education: Theory and Practice. 2009; 10(4) 537-563.

Jae won Lee, 윤지희. Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers. 2009; 10(4), 537-563.

Jae won Lee and 윤지희. "Impact of Emotional Intelligence on Teacher Efficacy and Teaching Performance in Special Education Teachers" Journal of Special Education: Theory and Practice 10, no.4 (2009) : 537-563.