ArticleFrontiers in psychology2019
A Comparison of the Ability Emotional Intelligence of Head Teachers With School Teachers in Other Positions.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 10 citations in OpenAlex.
- A Theoretical Review on EFL/ESL Teachers' Professional Development: Approaches, Applications, and Impacts.Frontiers in psychology · 2022Review
- On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers.Frontiers in psychology · 2020Article
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
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Abstract
Head teachers are exposed to a highly emotional and stressful job, and they need a sufficient combination of professional competencies in order to deal with daily challenges in schools. Recent studies have shown the importance of developing emotional competencies such as emotional intelligence (EI) in teachers in order to improve their professional development and to ensure the adequate functioning of the school. However, rather less is known about the ability EI of head teachers. The aim of the present study was to evaluate the ability EI of public school head teachers and compare this ability with those working in other positions within the school. For these purposes, 393 participants (35 head teachers, 39 middle leaders, 236 tutors, and 86 teachers) aged between 24 and 62 years (
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