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Record identifier : 569750
Personal Name - Primary Intelectual Responsibility : Hall, Parley Cougar
Title and statement of responsibility : Potential predictors of student teaching performance: Considering emotional intelligence [Thesis]
Publication, Distribution,Etc. : The University of Utah, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , The University of Utah
Summary or Abstract : Teacher education programs around the country are faced with the challenge of producing highly-qualified teachers. Efforts to increase teacher quality have focused on increasing both the admission and graduation standards required for students entering the profession. This study examined the relationship between common standards, such as GPA, college entrance exams, and teacher tests, used in making these decisions, and student teaching performance. In addition, this study investigated the relationship between emotional intelligence, a nontraditional form of intelligence believed by some to be a powerful predictor of life success, and traditional teacher quality indicators and student teacher performance. A correlation research design was implemented. Predictor variables measured included college GPA, ACT scores, Praxis exam scores, and emotional intelligence ability as measured by the Mayor-Salovey-Caruso Emotional Intelligence Test (MSCEIT). The criterion variable was student teacher performance as measured by university supervisors using the Clinical Practice Assessment Form (CPAS). Study participants were 74 teaching candidates completing their student teaching at a large, private university in the Western United States. GPA and Praxis scores correlated significantly and positively with final student teacher performance scores. Multiple regression analysis found GPA and Praxis scores to predict 16 of the variance in student teaching performance. Traditional quality indicators, including GPA, ACT scores, and Praxis exam scores were significantly and positively correlated with one another. However, no statistical correlation between these variables and emotional intelligence were found. No statistically significant relationship was found between total emotional intelligence and final student teacher performance scores. These findings may inform teacher education programs and emotional intelligence research. This study offers limited support for the continued use of GPA as a predictor of a teacher candidate's future student teaching performance. Similarly, this study confirms the efficacy of teacher tests in predicting student teaching performance. This study adds support for claims that emotional intelligence is a distinct form of intelligence not related to traditional intellectual intelligence. The findings of this investigation do not support emotional intelligence as a predictor of teaching performance among secondary student teachers..
Topical Name Used as Subject : Educational tests measurements
: Teacher education
: Personality psychology
Information of biblio record : TL
 
 
 
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