Interrelationships Between Emotional Competence and Self-Efficacy with Commitment Among Preschool Teacher in Selangor

  • Kan Phaik Im
  • Fonny Dameaty Hutagalung
  • Chew Fong Peng

Abstract

The purpose of this study is to investigate the level of teacher commitment, teacher emotional competence and teacher self-efficacy; and interrelationship between teachers' emotional competence and teacher commitment, emotional competence and self-efficacy, self-efficacy and teacher commitment in the state of Selangar. This study is based on Theory of Emotional Competence developed by Goleman (2001), Model of Self-Efficacy by Tschannen- Moran & Hoy (2001) and Model of Teacher Commitment by Thien, Nordin & T. Ramayah (2014). The methodology to be used is a survey study involving 428 preschool teachers in the state of Selangor who have been selected through cluster and simple random sampling to answer a set of questionnaires that have been adapted from the instrument "Emotional Competencies Inventory" (ECI-V2) - Hay Group by Boyatzis, Golemen and Hay Group, (2001); self-efficacy section adapted from Tschannen-Moran “TSES” instruments, Woolfolk Hoy and Hoy (2001); while the teacher commitment section is adapted from the instrument of teacher commitment scale - developed by Thien, Nordin & T. Ramayah (2014). The data collected were analyzed quantitatively using IBM SPSS V23.0 for descriptive analysis and the relationship of emotional competence, self-efficacy and commitment. The findings of the study showed that the level of emotional competence, self-efficacy and commitment of teachers reached a high level; The pearson correlations analysis showed that the relationship between emotional competence, self-efficacy and commitment is significantly positive.

References

Agbaria, Q. (2021). Classroom Management Skills among Kindergarten Teachers as related to Emotional Intelligence and Self-Efficacy. International Journal of Instruction, 14(1), 1019-1034. https://doi.org/10.29333/iji.2021.14160a
Anderson, L. (2004). Increasing teacher effectiveness (2nd ed.)UNESCO International Institute for Educational Planning. http://unesdoc.unesco.org/images/0013/001376/137629e.pdf
Azizuddin, K., Fleva, E., & Qazi, T. (2015). Role of Self-Esteem and General Self-Efficacy in Teachers‟ Efficacy in Primary Schools. Psychology, 6, 117-125.
Bandura, A. (1986). Social Foundations of thought and action: A Social Cognitive Theory. Prentice Hall, Englewood Cliffs.
Bandura, A. (1997). Self-Efficacy, The Exercise of Control. New York: W.H Freeman Company.
Blaikie, N. (2004). Analysing quantitative data. London: Sage Publication Ltd.
Chen, J. (2019). Research review on teacher emotion in Asia between 1988 and 2017: Research topics, research types, and research methods. Frontiers in Psychology, 10, 1e16.
Cheng L., & Gan Y. (2020). Psychological capital and occupational commitment of Chinese urban preschool teachers mediated by work-related quality of life. Social Behavior and Personality: An international journal, 48(5), e8905
Chua, Y. P. (2016). Mastering Research methods (2nd ed.). Shah Alam: McGraw-Hill Education.
Cohen, J. (1989). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Darling-Hammond, L. (2007). Excellent Teachers Deserve Excellent Leaders. Education Leadership: A Bridge to School Reform. The Wallace Foundation’s National Conference. New York City October, 22–24, 17-24.
Farah Laili, M.@I., Anita, I,, Mohamad Aizuddin, A.A., Sumaiyah, A.A., Nur Qamarina, S., Siti Rosilawati, R. (2018). Service Quality of Public Preschool Education in Malaysia: Persepsi Ibu Bapa. Sains Insani, 3(3), 28-37. https://doi.org/10.33102/sainsinsani.vol3no3.69
Gibbs, C. (2002). Effective teaching: exercising self-efficacy and thought control of action. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, Englang, 12 -14 September 2001.
Goleman, D. (1998). What makes a leader? Harvard Business Review, pp. 93-102.
Goleman, D. (2001). An EI-based theory of performance. In C. Cherniss & D. Goleman (Eds.) The emotionally Intelligent Workplace. San Francisco: Jossey- Bass.
Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to teachers’ self-efficacy. Teaching and Teacher Education, 27, 961-968.
Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. (2010). Relations among preschool teachers’ self-efficacy, classroom quality and children’s language and literacy gains. Teaching and Teacher Education, 26, 1094-1103.
Henson, R. K. (2001). Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas. Paper Presented at the Anual Meting of the Educational Research Exchange, January 26, XXXIII(2), 81–87. https://doi.org/10.1007/s13398-014-0173-7.2
Infurna, Charles J., Riter, Donna, Schultz, Susan ( 2018) Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District. International Electronic Journal of Elementary Education. September 2018, Volume 11, Issue 1, 1-7.
Lay, Y.F., Khoo, C.H. & Ley, C.M. (2016). Pengenalan kepada analisis data dengan IBM SPSS Statistik 19 dalam penyelidikan sains sosial. Sabah: Penerbitan Universiti Malaysia Sabah.
Milner, R. H. & Hoy, A. W. (2003). A Case Study of An African American Teacher‟s Self Efficacy, Stereotype Threat and Persistence. Teaching and Teacher Education, 19: 263-276.
Mohd Khairuddin Abdullah. (2017). Kecerdasan Emosi dan Komitmen Guru Terhadap Organisasi. Jurnal Psikologi dan Kesihatan Sosial (JPsiKS). Unit Penyelidikan Psikologi dan Kesihatan Sosial, Vol. 1, 44–54. Universiti Malaysia Sabah (UMS)
Ng, W., Nicholas, H. & Alan, W. (2010). School Experience Influence on Pre-Service Teachers: Evolving About Effective Teaching. Teaching and Teacher Education, 101(1): 50-61.
Ramana, T. V. (2013). Emotional intelligence and teacher effectiveness-analysis. Voice of Research, 2(2), 18-22.
Richardson, G. E. (2011). Teacher efficacy and its effects on the academic achievement of African American Studies. (Doctoral Dissertation), Greenleaf University.
Shafinaz, A. M . (2017). Hubungan antara kecerdasan emosi dan kepimpinan instruksional pengetua dengan efikasi kendiri guru sekolah menengah kebangsaan di negeri Sembilan. (Doctoral Dissertation), Universiti Malaya.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports: Employment Psychology and Marketing, 114(1), 68-77.
Sutton, R.E., & Wheatley, K.F. (2003). Teachers`emotion and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15 (4), 327 – 358.
Thien, L. M., Nordin, A. R. &T. Ramayah. (2014). Validating Teacher Commitment Scale Using a Malaysian Sample. SAGE Open-April-June 2014: 1–9 DOI: 10.1177/2158244014536744. sgo.sagepub.com
Tschannen-Moran, M and Hoy, A. W (2001). Teacher Efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17: 783-805. http://www.coe.ohio.state.edu/ahoy/AERAEfficacymeasure%20.pdf.
Tschannen-Moran, M., Hoy, A. W., and Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68: 202-248.
Tsui, K. T., & Cheng, Y. C. (1999). School organisational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5, 249-268.
Valente S and Lourenço A.A. (2020) Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management. Front. Educ. 5:5.doi: 10.3389/feduc.2020.00005
Yahya Don, Yaakob Daud, Mohd Izham Ghazali & Zuraidah Juliana Mohamad Yusoff. (2015). Kompetensi Emosi dan Kualiti Guru - Pendidikan Prasekolah Di Malaysia. Sintok: Penerbitan Universiti Utara Malaysia.
Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19(1), 1e22.
Yin, Hongbian. (2015).The effect of teachers’ emotional labor on teaching satisfaction: moderation of emotional intelligence. Teachers & Teaching, 21 (7), 789-810.
Zhang, Limin; YU, Shulin; Jiang, Lianjiang (2020) Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education. V.92, 2020 DOI 10.1016/j.tate.2020.103024
Published
2021-11-01
How to Cite
PHAIK IM, Kan; HUTAGALUNG, Fonny Dameaty; FONG PENG, Chew. Interrelationships Between Emotional Competence and Self-Efficacy with Commitment Among Preschool Teacher in Selangor. International Journal of Advanced Research in Education and Society, [S.l.], v. 3, n. 3, p. 171-180, nov. 2021. ISSN 2682-8138. Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/16062>. Date accessed: 20 jan. 2022.
Section
Articles