Ashley K. Vesely

Teachers—The Vital Resource The Contribution of Emotional Intelligence to Teacher Efficacy and Well-Being

The study of emotional intelligence (EI) shows promise in predicting educational competencies and positive life outcomes. Considering the many demands placed on teachers and the link to occupational stress, burnout, and decreased job satisfaction, EI may be foundational to developing competencies that lead to improved psychological health and teaching success and, in turn, positive student outcomes. It is argued that core factors describing teacher efficacy can be subsumed under the competencies comprising EI. This overlap in skill sets suggests that EI training may also increase teachers’ efficacy in the classroom and decrease their stress and job dissatisfaction.

Incremental Validity of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF).

This study examined the incremental validity of the adult short form of the Trait Emotional Intelligence Questionnaire (TEIQue–SF) in predicting 7 construct-relevant criteria beyond the variance explained by the Five-factor model and coping strategies. Additionally, the relative contributions of the questionnaires 4 subscales were assessed. Two samples of Canadian university students completed the TEIQue–SF, along with measures of the Big Five, coping strategies (Sample 1 only), and emotion-laden criteria. The TEIQue–SF showed consistent incremental effects beyond the Big Five or the Big Five and coping strategies, predicting all 7 criteria examined across the 2 samples. Furthermore, 2 of the 4 TEIQue–SF subscales accounted for the measures incremental validity. Although the findings provide good support for the validity and utility of the TEIQue–SF, directions for further research are emphasized.

Assessing Personal Resiliency in Young Adults: The Resiliency Scale for Children and Adolescents

The Resiliency Scales for Children and Adolescents were developed to tap core underlying characteristics of personal resiliency in children and adolescents (RSCA; Prince-Embury, 2007). The theoretical and conceptual model underlying the original RSCA has been comprehensively described in Chap. 3 of this volume along with a summary of reliability and validity evidence accumulated thus far (Prince-Embury, 2012). Briefly, the original RSCA is a 64-item self-report questionnaire in which responses are given on a 5-point Likert rating scale. This chapter discusses the psychometric properties of two more recent versions of the RSCA that have been altered slightly for use with adults. RSCA-A is essentially the same as the RSCA with only two items altered to be more appropriate for adults. The RSCA-A-R includes eight additional items; four items were added to the Adaptability subscale and a four-item Meaning subscale was included. As with the original RSCA, items are divided into three global scales that are labeled Sense of Mastery, Sense of Relatedness, and Emotional Reactivity (Prince-Embury, 2007).

Incremental Validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF)

This study examined the incremental validity of the adolescent short form of the Trait Emotional Questionnaire (TEIQue-ASF) in two European secondary-school samples. The TEIQue-ASF was administered as a predictor of socioemotional or academic achievement criteria, along with measures of coping strategies or cognitive ability, respectively. In Dutch high school students (N = 282), the TEIQue-ASF explained variance in all socioemotional criteria, controlling for coping strategies and demographics. In a sample of British preadolescents, the measure showed incremental contributions to academic achievement in the core areas (English, math, and science) of the English curriculum, controlling for cognitive ability subscales and gender (N = 357–491). Implications for the validity and applied utility of the TEIQue-ASF are discussed.

Measures of Resiliency

This chapter describes the definitions, related assumptions and assessment of resiliency/resilience. Within this context, ten measures are described, each representing different approaches to the assessment and application of this construct. Five of the resiliency measures were developed for adults and five more are specifically for children. Instruments selected for this review share a core set of selection criteria. First, they need to have the intended purpose of assessing strengths, including resilience/resiliency. Scales selected for inclusion must have at least one major favorable review in the published research or practice literature and been included in several studies supporting their reliability and validity. As well, evidence of good to excellent reliability and validity must be available in the test manual and/or related literature. In addition, the measures selected for inclusion must demonstrate practical applicability in both applied (e.g., educational, clinical) and research settings.

Qualities of Teacher Effectiveness in Delivering School-Based Mental Health Programs: The Relevance of Emotional Intelligence

The promotion of school-based mental health is essential to the emotional and behavioral well-being of students, and student well-being has been strongly linked to academic success and has now become a significant focus of the current research movement in education. This chapter draws on the evidence of emotional intelligence (EI) programs that have been shown to be an effective method of building psychological strength and the capacity for teachers to effectively meet the demands of the classroom. The focus of developing EI is to promote the skills needed by teachers to both prevent and manage stressful issues as they arise. EI is viewed as a practical and “well-packaged” way of dealing with stress by providing teachers with the personal tools required to support themselves in a career that is characterized with high emotional effort.

Correction to: Incremental Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF)

The manuscript leading up to the publication underwent considerable transformation during the revision process. In this process, a reference to Siegling, Vesely, and Saklofske (2013), wherein some of the study data had previously been used, was replaced with descriptive information, and a correlation table published in that article was subsequently added. Specifically, the Sample 1 data were used in Siegling et al. (2013) and, with the exception of one case and a few variables, Table 1 is a reprint of the correlation table. The authors regret this error and are pleased to rectify it within this corrigendum.