THE ROLE OF THE SCHOOL LEADER IN THE DEVELOPMENT AND MANAGEMENT OF THE EMOTIONAL INTELLIGENCE OF PRIMARY EDUCATION' S TEACHERS

Doctoral Dissertation uoadl:1672586 476 Read counter

Unit:
Department of Primary Education
Βιβλιοθήκη Δημοτικής Εκπαίδευσης
Deposit date:
2017-06-20
Year:
2017
Author:
Potiraki Argyro
Dissertation committee:
- Φασούλης Κωνσταντίνος, Ομότιμος Καθηγητής Π.Τ.Δ.Ε. Ε.Κ.Π.Α.
- Αντωνίου Σταμάτιος - Αλέξανδρος, Επίκουρος Καθηγητής Π.Τ.Δ.Ε. Ε.Κ.Π.Α.
- Ιορδανίδης Γεώργιος, Αναπληρωτής Καθηγητής Π.Τ.Δ.Ε. Πανεπιστημίου Δυτικής Μακεδονίας
- Δασκαλάκης Δημοσθένης, Καθηγητής Π.Τ.Δ.Ε. Ε.Κ.Π.Α.
- Βρεττός Ιωάννης, Καθηγητής Π.Τ.Δ.Ε. Ε.Κ.Π.Α.
- Μπαμπάλης Θωμάς, Αναπληρωτής Καθηγητής Π.Τ.Δ.Ε. Ε.Κ.Π.Α.
- Σαΐτη Άννα, Καθηγήτρια Χαροκόπειου Πανεπιστημίου.
Original Title:
Ο ΡΟΛΟΣ ΤΗΣ ΣΧΟΛΙΚΗΣ ΗΓΕΣΙΑΣ ΣΤΗΝ ΑΝΑΠΤΥΞΗ ΚΑΙ ΔΙΑΧΕΙΡΙΣΗ ΤΗΣ ΣΥΝΑΙΣΘΗΜΑΤΙΚΗΣ ΝΟΗΜΟΣΥΝΗΣ ΤΩΝ ΕΚΠΑΙΔΕΥΤΙΚΩΝ ΠΡΩΤΟ-ΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ
Languages:
Greek
Translated title:
THE ROLE OF THE SCHOOL LEADER IN THE DEVELOPMENT AND MANAGEMENT OF THE EMOTIONAL INTELLIGENCE OF PRIMARY EDUCATION' S TEACHERS
Summary:
Purpose of the research was to analyse the relationship with the principal that the teachers in the primary education experience and how the principal affects the positive and negative work events that happen in the workplace of the teachers in the primary education.

In this research participated 93 schools of primary education: 78 elementary schools, 13 nursery schools, 1 intercultural education elementary school and 1 special education elementary school. Specifically, the sample of the research was 93 principals of primary education schools and 574 teachers that served there.

In order to collect the data of the research two questionnaires were distributed: one to the principals of the school units and one to the teachers. Each questionnaire consisted of three parts: a) questions for collecting information of demographic content (sex, age, years of work experience and studies), b) the WLEIS (Wong and Law Emotional Intelligence Scale) questionnaire that measures emotional intelligence and c) a questionnaire that was a union of two other questionnaires, the Pashiardis & Brauckmann’s School Leadership Questionnaire (2009) and the Erol-Korkmaz & Suemer’s questionnaire (2012).

The results showed that the principals’ emotional intelligence as well as the teachers’ is considerably high. From the four emotional intelligence skills, self-regulation was proved less developed in both the teachers and the principals. Furthermore, it is understood that the sex and the studies don’t affect the emotional intelligence while the age seems to affect more the principals than the teachers, in which the age affects mostly self-regulation. The years of work experience affect empathy in both of the groups of the sample, while in principals the same demographic factor affects their self-awareness as well.

As for the relationship of the teachers with the principals, one of the results in the positive work events is that they are applied largely. However, the principals claim for the same positive work events that they happen on a larger scale. For the negative work events it is concluded that in the particular schools’ sample of this research both the teachers and the principals believe that the negative work events are least applied in the relationship between them. Moreover, it has been proved that the age does not affect the perception of the teachers and the principals for the relationship between them, while the sex and the years of work experience contribute to the formation of the perception about only certain positive or even negative work events. Lastly, concerning the studies, it seems that the teachers and the principals that only have a degree prefix work events that are related to personal parameters in comparison with those who have a postgraduate degree or a doctoral thesis positive.

Concluding, the results of the research showed that, as the teachers’ and the principals’ emotional intelligence increases, their perception about the positive work events in the relationship between them increases as well and vice versa. Regarding the negative work events, it is proved that as the teachers’ and the principals’ emotional intelligence increases, their perception about the negative work events in the relationship between them decreases and vice versa.
Main subject category:
Education
Keywords:
Principals and Teachers of Primary Education, Emotional Intelligence, Affective Events Theory.
Index:
Yes
Number of index pages:
3
Contains images:
Yes
Number of references:
518
Number of pages:
357
File:
File access is restricted only to the intranet of UoA.

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