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Introduction
The teaching profession is recognised as being one with the highest levels of performance-re-
lated stress (Castillo, Fernández-Berrocal, and Brackett 2013; Noriah et al. 2007). Group man-
agement, the generation of expectations and continuous exposure cause the teacher to be
constantly questioned (Mohd Izham et al. 2010), eventually resulting in various psychological
disorders (Brackett et al. 2010; Noriah et al.2007), especially the burnout syndrome (Chang
2009).
In recent years, there has been a substantial change in the educational systems, focusing
on the skills that go beyond the purely cognitive aspects, i.e. the attitude about work and
others, the quality of relationships, flexibility and adaptability, empathy, creativity and com-
munication (Karim and Weisz 2011; Maizatul and Mohd 2013; Palomera, Fernandez-Berrocal,
and Brackett 2008; UNESCO 2014). Hence, the study of emotional intelligence (EI) in the
teaching profession has become a topic of interest in educational research in the recent
past (Castillo, Fernández-Berrocal, and Brackett 2013).
EI is defined as an ability and was conceived of as a counterpart to cognitive intelligence.
Prominent in the scientific community is the definition in the Mental Ability Model proposed
by Mayer and Salovey (Geher 2004; Matthews, Zeidner, and Roberts 2003) that ‘EI is the ability
to perceive accurately, appraise and express emotion, the ability to access and/or generate
feelings when they facilitate thought, the ability to understand emotion and emotional
knowledge and ability to regulate emotions to promote emotional and intellectual growth’
(Mayer and Salovey 1997).
Scientific literature empirically demonstrates the potential of the application of emotional
competence in the binomial ‘teacher-student’. With respect to teachers, EI plays an important
role in the development of teaching (Castillo, Fernández-Berrocal, and Brackett 2013; Yin
et al. 2013). It has a proven impact on work efficiency, behaviour and motivation (Low and
Nelson 2006; Zembylas 2004).
Furthermore, it facilitates less wear and greater satisfaction at work resulting in a more
positive effect between the teacher and the student (Brackett et al. 2010; Naderi Anari 2012;
Wong, Wong, and Peng 2010) associated with the use of student-centred teaching methods
(Trigwell 2012) and feelings of greater job satisfaction and, therefore, a reduction in stress,
minimising the occurrence of the burnout syndrome (Naderi Anari 2012; Wong, Wong, and
Peng 2010). With respect to students, the development of EI correlates positively with aca-
demic achievement (Arnold 2005; Hayashi and Ewert 2006; Hogan et al. 2010) because,
among other reasons, it allows the development of an effective, motivating and productive
learning environment (Durlak et al. 2011; Jennings and Greenberg 2008; Rimm-Kaufman et
al. 2007; Sutton and Wheatley 2003).
However, despite the findings regarding the importance of EI and the development of
the competence of teachers in perceiving and regulating their emotions in the field of edu-
cation (Pérez-Escoda et al. 2013), there are few studies on the use of EI in the educational
setting (Corcoran and Tormey 2010, 2012a), and there is no agreement regarding the results.
Pugh (2008) found that Higher Education programmes in Sciences of Education including
EI training improve the EI scores of prospective teachers. Nevertheless, other studies found
underscored emotional skills of teachers at levels similar to the normative sample (Byron
2001; Corcoran and Tormey 2012b; Karim and Weisz 2011) and even below, as seen in the
study by Brackett et al. (2010). In addition, a study by Corcoran and Tormey (2010) found
that the overall score in reference to the EI of a sample of Irish teachers provided evidence
that some scores were below the accepted average.
Therefore, considering the scarce literature on the levels of EI among teachers and emo-
tional work, this study has the objective of evaluating the EI of the student in the process of
training for teaching in secondary schools (see Figure 1).
Figure 1. MSCEIT areas, branches and tasks (adapted from Fox et al. 2010).
The resulting sample consisted of 96 men (61.9%) and 59 women (38.1%) with an aver-
age age of 26.98 years (dt: 5.483; max: 56; min; 22). 76.6% of respondents were single and
without a partner.
Participants took the test in a session with a duration of one hour between the months of
April and May 2014 in the same classroom where teaching took place. Self-administration of
the instruments was supervised by a psychologist and two pedagogues and followed this
order: brief demographic questionnaire, TMMS-24 and MSCEIT. At all times, participants were
informed of the purpose of the study and the voluntary nature of participation in it, whilst
also ensuring the anonymity and confidentiality of the data.
Instrumentation
Two of the main instruments were selected to assess EI: a self-report questionnaire (TMMS-
24) and a skills performance test (MSCEIT), both based on the EI model of Mayer and Salovey
(1997). These two instruments combined show a better predictive validity (Pena and Repetto
2008).
The TMMS-24 Trait Meta Mood Scale-24 (Fernandez-Berrocal, Extremera, and Ramos
2004) is an adaptation of the TMMS-48 developed by Mayer and Salovey in 1990. The
scale is made up of 24 items grouped in 3 dimensions: attention to feelings, understood
as the degree to which people believe they pay attention to their emotions and feelings;
emotional clarity or how people think they perceive their emotions and repair of emotions,
defined as the belief of the subject in his or her ability to stop and adjust negative emo-
tional states and prolong the positive ones (Fernández-Berrocal and Extremera 2009). The
test was corrected through the evaluation of the direct scores by means of the measuring
scales shown in Table 2.
The MSCEIT (Mayer, Salovey, & Caruso Emotional Intelligence Test), Mayer, Salovey,
and Caruso (2002) was used in its Spanish adaptation (Extremera and Fernández-Berrocal
2002). The MSCEIT is an instrument based on task skills made up of 141 items that measure
how well people perform tasks and solve emotional problems in eight scenarios. Scores are
divided into two areas (experiential EI and strategic EI) and four branches (perception, use,
understanding and emotional management).
After the classification of direct scores, the correction is described in Table 3.
Data analysis
The data were recorded and analysed with the statistical software package SPSS 19.0. A
descriptive analysis and a comparison of means were carried out using the Student t-test
for independent samples with the variables gender and age (establishing two groups of
Journal of Education for Teaching 127
Results
The average in each of the areas of the MSCEIT showed that the group was among the typ-
ical scores 90–110, so it would be considered an emotionally competent group showing a
predominance of strategic emotional competence (Table 4).
With respect to the TMMS-24 scores, all evaluated branches showed adequate average
scores according to the scales described above in Table 2 (Table 5).
128 M. Gutiérrez-Moret et al.
With regard to the influence of sex on the MSCEIT scores, the comparison of means
showed significant differences between men and women in general EI (p < .01), EI strategic
area (p < .01), facilitation (p < .05) and emotional management (p < .01). The TMMS-24 scores
showed no difference due to gender. Similarly, both test scores were influenced by the age
group to which respondents belonged (Table 6).
The analysis of variance of test scores on the MSCEIT regarding the speciality of the
Master’s given by interviewees showed significant differences in the area of strategic EI
(p < .05) and the emotional management branch (p < .05). On the TMMS-24, differences
were found in the area of emotional attention (p < .01) (Table 7).
The post hoc contrast using the Tukey test showed significant differences in the area of
strategic EI (p < .05) and emotional management branches (p < .01) among the specialities of
physical education and educational guidance. In the case of the TMMS-24, differences were
found in the area of emotional attention among the specialities of Technology and Biology
and Geology (p < .05), Technology and Educational Guidance (p < .05) and Technology and
English (p < .01) (Table 8).
Discussion
The concept of EI has recently been introduced into the field of education, which has resulted
in a topic with relevance in current educational research (Wong, Wong, and Peng 2010). This
aspect coincides with a generalised international agreement among educators, politicians
and society in general regarding the importance of emotions and their necessary inclusion
Journal of Education for Teaching 129
in educational systems (Coelho, Sousa, and Figueira 2014; Greenberg et al. 2003; Hawkey
2006; Inglés et al. 2012); the latter benefits the general well-being of individuals and society
because it allows an adjustment to the immediate context in an adequate, socially regulated
manner (Garner and Stowe 2010; Levenson et al. 1991). For this reason, it will likely continue
to be a topic of scientific and academic interest (Ribero-Marulanda and Vargas 2013). For
these goals to be achieved, the need to count on a teaching team that has a high degree
of EI has become unquestionable, something that highlights the importance of the devel-
opment of emotional skills in the initial training of candidates wishing to become teachers
(Palomera, Fernandez-Berrocal, and Brackett 2008).
In this sense and from the analysis and interpretation of overall results, participants in this
study show acceptable levels of EI and skills that are adequate to feel, express and under-
stand their emotions according to the criteria that each of the instruments used present:
MSCEIT (Mayer, Salovey, and Caruso 2001) and TMMS-24 (Fernandez-Berrocal, Extremera,
and Ramos 2004).
Thus, the results show a team of aspirants to Secondary Education teaching characterised
by being emotionally competent with a predominance of strategic EI. This is significant,
given that the management and understanding of emotions affect, among others, learning
processes, mental and physical health, the quality of personal and social relationships as well
as academic and work performance (Brackett and Katulak 2006).
According to Sutton, Mudrey-Camino, and Knight (2009), teachers put into practice their
emotional regulation skills because they consider that this makes them more effective in
classroom management. It allows them to demonstrate discipline and to achieve academic
goals as well as to attain more positive relations in the classroom, so it follows that this group
will facilitate the development of these variables in students, a task which, moreover, is irrefu-
table in the professional performance of teachers for the future of society (Iordanoglou 2007).
However, due to the characteristics of the teaching profession, the levels of EI in this
study should have provided higher scores of the acceptable mean since people with high
EI may evaluate and control their emotions and those of others effectively. To do that, they
acquire greater control over the tasks they perform which, in turn, affect their self-efficacy,
success at work and satisfaction.
Similarly, there is evidence that shows that teachers with high EI tend to have less stress
at work and perform more efficiently (Kauts and Saroj 2010). For this reason, those aspiring
to teach in Secondary Education should improve EI levels significantly, guaranteeing in this
way the maximum potential in their professional performance. The profession is not without
complexity and difficulty due to its inherent characteristics (Hassan, Pheng, and Yew 2013)
such as the lack of motivation among students, student lack of discipline, low social recog-
nition of the teaching profession or excess of administrative tasks (Manassero et al. 2006),
as well as confronting multiple relationships with other stakeholders (Chang 2009). These
characteristics have not gone unnoticed in other studies where a claim is made to reinforce
content related to EI through structured curricula belonging to different disciplines related
to Education Sciences such as Pedagogy (Corcoran and Tormey 2010, 2012b; Pugh 2008).
As far as the influence of the variable age on participant subject scores on EI, the research
reported here did not observe any significant differences. On the other hand, the compar-
ison of means showed significant differences between men and women using the MSCEIT,
something that did not happen with the TMMS-24. This fact seems to coincide with other
studies where, in general terms, there were differences as a function of gender in EI measures
130 M. Gutiérrez-Moret et al.
Conclusions
In the light of the results obtained and their discussion, it becomes necessary to design
programmes aimed at developing emotional skills in the training programmes of
Bachelor’s and Master’s degrees that are linked to subsequent professional performance,
which student-teachers have requested since they lend greater importance to the lack of
personal resources. These resources include emotional skills above other factors such as
the lack of academic preparation or lack of experience (Pena, Rey, and Extremera 2012).
The scientific literature to address the EI teaching methodology is scarce (Pugh 2008).
Estola et al. (2007) highlight the meaning of narrative and action-based methods in EI
teacher education, but the current research suggests that any guideline should be based
on the previous EI skills of students. Therefore, according to the differences observed
Journal of Education for Teaching 131
Disclosure statement
No potential conflict of interest was reported by the authors.
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