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The present book is an attempt to identify the levels of emotional intelligence (EI), occupational stress (OS) and job performance (JP) of teachers, and broughtout the relationship between the emotional intelligence, occupational stress and job performance of teachers working at higher secondary level. Keeping the above in mind, the author of this book has clearly explained the procedure in developing the rating scales to assess the EI, OS and JP of higher secondary teachers.
In any educational system, a teacher plays a vital role. The teachers role changes from time to time depending upon the social needs of the society in which she/he is working. As a change agent, he/she not only transacting the curriculum into practice but also to transform the communities into active partners in the development process of the country. The multiplicity roles to be played by the teachers demands social consciousness and emotional intelligence.
Study conducted in Chennai, Tamil Nadu, India.
This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com
The way emotions are handled by the individual and by others is central to the success of learning. Teaching with Emotional Intelligence shows how to manage this influential but neglected area of learning. Taking the reader step by step through the learning process and looking at the relationship from the perspectives of both the teacher and the learner, this book will help the reader to: * plan the emotional environment * learn how to relate to learners * listen to learners effectively * read and respond to the feelings of individuals and groups * develop self-awareness as a teacher * recognize prejudices and preferences in oneself * improve non-verbal communication. Featuring lots of activities, checklists and points for deeper reflection, the guidance in this book will help teachers encourage their learners to become more engaged, creative and motivated.
The academicians are as of now estimated as the guardians to information and it fruitful use for the advancement of people as entirety. These general progressions have influenced the advanced education to part bewildering and centered one. Additionally, academic staff individuals especially in business schools in India are persistently under constant pressure for meeting day to day exercises; resultantly they experience the ill effects of work strife. In this manner it is demonstrated that educating in business schools is a traumatic work. Worry in the working environment can at last deny individuals of their soul and enthusiasm for the activity, bringing about hindered individual working, low inspiration and diminished spirit. Additionally, hosed activity, reduced excitement for working, high non-attendance rates, lessened capacity to perform, poor business execution, diminished profitability, low quality control, low quality products and services, and weakness, poor mental and physical health. The unsafe impacts of stress are decreased by numerous components identified with the individual and the organization, one of the most essential factors is emotional intelligence that shield from the experience of employment. Emotional intelligence has been described as the capacity of a man to see and fathom one's own feelings and others and control or manage those sentiments keeping in mind the end goal to animate self and additionally other individuals for achieving specific objectives. Emotional intelligence assumes a vital part to condense the feeling of anxiety among teachers. University teachers with elevated level of emotional intelligence utilize instruments which assist them with adjusting to ecological changes. Educators with short level of emotional intelligence then again do not have this capacity to change suitably to changing conditions. This chapter deals with the conceptual framework of emotional intelligence and occupational stress, and furthermore examines about the emotional intelligence and occupational stress in the business schools regarding Indian setting.
There are many different types and causes of trauma and stress in the workplace that can impact employee behavior and performance. Corporations have a social responsibility to assist in the overall wellbeing of their employees by ensuring that their leaders are emotionally intelligent and that their organization is compliant with moral business standards. Occupational Stress: Breakthroughs in Research and Practice examines the psychological, physical, and physiological effects of a negative work environment. It also explores how to cope with work-related stress. Highlighting a range of topics such as job satisfaction, work overload, and work-life balance, this publication is an ideal reference source for managers, professionals, researchers, academicians, and graduate-level students in a variety of fields.
This open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have since emerged, it highlights the importance of cultivating resilience at various stages of teachers’ careers. Divided into three sections, the book includes conceptual, empirical and applied chapters, designed to introduce readers to the field of research, provide empirical evidence and showcase innovative applications. The respective chapters illustrate the ways in which teacher resilience can be enhanced in a variety of contexts, and address specific learning activities, case studies, resources and strategies, student feedback and applied outcomes. They also consider future directions including cross-cultural applications and the use of technologies such as augmented reality. The book will appeal to researchers, teacher educators and teachers, as well as those interested in supporting the cultivation and ongoing development of professional resilience for pre-service and practicing teachers.
Drawing on his experience of research and many stress-busting workshops he has run for teachers, the author of this book explains the nature and source of stress, how to pre-empt stress, a range of direct action and palliative coping strategies and what successful schools do to minimize stress on their staff. It aims to be the key to defeating teacher stress.
In this edited volume, leading edge researchers discuss the link between Emotional Intelligence (EI) and workplace performance. Contributors from many areas such as social science, management (including organizational practitioners), and psychologists have come together to develop a better understanding of how EI can influence work performance, and whether research supports it. A unique feature of this book is that it integrates the work of social scientists and organizational practitioners. Their mutual interests in EI provide a unique opportunity for basic and applied research and practices to learn from one another in order to continually refine and advance knowledge on EI. The primary audience for this book is researchers, teachers, and students of psychology, management, and organizational behavior. Due to its clear practical applications to the workplace, it will also be of interest to organizational consultants and human resource practitioners.