Research Article
The Relationship between Social Competence and Emotional Intelligence among Teachers of Resource Rooms for Learning Disabilities in Amman Governorate
Khalid Al-Jundi
,
Mohammad Anwar Al-Taher
Al-Jundi K, Al-Taher MA. The relationship between social competence and emotional intelligence among teachers of resource rooms for learning disabilities in Amman Governorate. European J Psychol E. 2022;5(1):53-62. doi: 10.12973/ejper.5.1.53
Al-Jundi, K., & Al-Taher, M. A. (2022). The relationship between social competence and emotional intelligence among teachers of resource rooms for learning disabilities in Amman Governorate. European Journal of Psychology and Educational Research, 5(1), 53-62. https://doi.org/10.12973/ejper.5.1.53
Al-Jundi Khalid, and Mohammad Anwar Al-Taher. "The Relationship between Social Competence and Emotional Intelligence among Teachers of Resource Rooms for Learning Disabilities in Amman Governorate," European Journal of Psychology and Educational Research 5, no. 1 (2022): 53-62. https://doi.org/10.12973/ejper.5.1.53
Al-Jundi, K & Al-Taher, M 2022, 'The relationship between social competence and emotional intelligence among teachers of resource rooms for learning disabilities in Amman Governorate', European Journal of Psychology and Educational Research, vol. 5, no. 1, pp. 53-62. Al-Jundi, Khalid, and Mohammad Anwar Al-Taher. "The Relationship between Social Competence and Emotional Intelligence among Teachers of Resource Rooms for Learning Disabilities in Amman Governorate." European Journal of Psychology and Educational Research, vol. 5, no. 1, 2022, pp. 53-62, https://doi.org/10.12973/ejper.5.1.53.
Abstract
The present study aims at identifying the relationship between social competence and the level of emotional intelligence among teachers of resource rooms for learning disabilities in Amman. The study population consisted of various educational directorates within the capital Amman governorate. They were 212 teachers – 31 males and 181 females. The sample of the study consisted of randomly chosen 60 teachers – 15 males and 45 females. They were tested first with Bar-On Model of Social and Emotional Intelligence, which is a sixty-paragraph self-assessment scale consisting of six aspects: social competence, personal competence, adaptability, stress management, general mood and positive impression. A researcher-designed social competence scale was also employed for teachers of resource rooms with learning disabilities in regular schools, which consisted of six aspects of social skills: expression of emotions, non-verbal communication, conversation, friendship, listening and participation. It has been found that there is a statistically significant positive relationship between the level of emotional intelligence and social competence in the sample of the study. In addition, there is a statistically significant relationship between the level of emotional intelligence and social competence among members of the sample due to the sex variable in favour of females.
Keywords: Emotional intelligence, learning disabilities, social competence, teachers of students with learning disabilities.
References
Al-Atoum, N. (2015). Relation between the emotional intelligence level for first three primary grade teachers in the Jordanian Governorate of Jerash and the teachers’ attitude to teaching [Unpublished master's thesis]. Middle East University. [In Arabic]
Al-Balawi, F. (2019). Assessment of in-service professional training programmes for teachers of learning disabilities from their perspectives and exploring their training needs in the city of Tabuk [Unpublished master's thesis]. Al-Azhar University. [In Arabic]
Al-Jumei'ah, K. (2018). Level of intelligence for some students with learning disabilities in resource rooms in the Eastern Province of Saudi Arabia. The Scientific Journal of King Faisal University, 19(1), 233-245. [In Arabic]
Al-Jundi, G. (2006). Relation between emotional intelligence differences between gifted and ordinary students and academic achievement [Unpublished master’s thesis]. Amman Arab University. [In Arabic]
Al-Qarawi, A. (2020). Contribution of professional competence of teachers of students with learning disabilities in predicting students’ social interaction [Unpublished master's thesis]. Qassim University. [In Arabic]
Bar-On, R. (2007). The Bar-On model of emotional-social intelligence (ESI). Journal of Psicothema, 18, 13-25. https://pubmed.ncbi.nlm.nih.gov/17295953/
Dickey, K. A. (2014). An analysis of the relationship between 3rd grade teachers' emotional intelligence and classroom management styles and implications on student achievement in Title I elementary schools: A correlational study (Publication No. 3538699) [Doctoral dissertation, South Carolina State University]. ProQuest Dissertations and Theses Global.
Farraj, K. (2020). Planning to optimize the performance of special education teacher in the light of accreditation requirements in the UAE [Unpublished master's thesis]. Arab Emirates University. [In Arabic]
Goleman, D., Boyatzis, R. & McKee, A. (2012). Primal leadership realizing the power of emotional intelligence. Harvard Business School Press.
Hazaimeh, A. (2012). Personal and professional competence for teachers of resource rooms for students with learning disabilities [Unpublished master's thesis]. Amman Arab University. [In Arabic]
Lietaert, S., Roorda, D., Laevers, F., Erscueren, K., & De Frain, B. (2015). The gender gap in student engagement: The role of teachers in autonomy support, structure and involvement. British Journal of Educational Psychology, 85(4), 498-518. https://doi.org/10.1111/bjep.12095
Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher background and personality styles of students. Gifted Child Quarterly, 47(4), 387-399. https://doi.org/10.1177/001698620304700404
Othman, H. (2009). Effective emotional intelligence. Debono Center for Teaching Thinking. [In Arabic]
Robertson-Schule, L. (2014). An investigation of the relationships between emotional intelligence, engagement, and performance [Unpublished doctoral dissertation]. Capella University.
Tobia, V., & Caprin, C. (2017). Who are the children most vulnerable to social exclusion? The modern role of self-esteem, popularity and nonverbal intelligence on cognitive performance following social exclusion. Journal of Abnormal Child Psychology, 45(4), 789-801. https://doi.org/10.1007/s10802-016-0191-3
Werner, K. L. (2014). An examination of the relationship between emotional intelligence and servant leadership practices of elementary public school principals in Washington State (Publication No. 3568767) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global.
