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The role of the teacher in the development of pupils’ emotional intelligence in the first triennium of elementary school

Andreja Serdt Maučec (2012) The role of the teacher in the development of pupils’ emotional intelligence in the first triennium of elementary school. Diploma thesis.

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    Abstract

    The thesis discusses the role that teachers play in the development of emotional intelligence of pupils in the first three years of primary school. The aim of the thesis was to explore whether the teachers in Slovenian primary schools are aware of the importance of developing emotional intelligence in the educational process, how (if at all) they try to develop it, and how often they include it in their classes in the first triennium of primary school. The author also examined the possibilities to improve the knowledge of teachers in the first three years of primary schools of practical aspects and skills needed for developing and fostering pupils’ emotional intelligence. The survey included 81 respondents – teachers in the first three years of Slovenian primary schools - and was based on descriptive and non-experimental quantitative method of pedagogical research. The analysis of research results revealed that the majority of respondents are in general familiar with the notion of emotional intelligence. Approximately 95 per cent of respondents believe that it is possible to systematically develop emotional intelligence of pupils in the education process. More than 90 per cent of respondents are of opinion that they themselves develop emotional intelligence of pupils in the class-room and more than 29 per cent of respondents believe that they systematically develop emotional intelligence in the class-room. More than 34 per cent of respondents think that they systematically develop emotional intelligence of pupils in the class-room on a daily basis. Around 75 per cent of respondents believe that they do not know ways, methods, techniques and strategies for developing emotional intelligence of pupils in the first three years of primary education and the majority of respondents agree or strongly agree with the statement that thematically oriented seminars intended for further education and training, joint projects carried out by primary schools, educational and training workshops, exchange of experience and good practice, and reading of relevant literature are appropriate ways to acquire new knowledge and experience of developing emotional intelligence in the class-room.

    Item Type: Thesis (Diploma thesis)
    Keywords: emotional intelligence, components of emotional intelligence, strategies for the development of emotional intelligence in the class-room, teachers of the the first triennium of primary school, education and training of teachers
    Number of Pages: 74
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Alenka PolakMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9551945)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1296
    Date Deposited: 18 Feb 2013 12:49
    Last Modified: 18 Feb 2013 12:49
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1296

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