IMPACT OF TEACHERS’ EMOTIONAL INTELLIGENCE, PSYCHOLOGICAL WELL-BEING, EFFICACY ON YOUNG CHILDREN’S EMOTIONAL AND ACADEMIC SCHOOL READINESS

Year 2024, Volume: 8/1, 92 - 128, 07.11.2023

Hüseyin Kotaman , Derya Evran

Abstract

The purpose of the study was to examine impact of early childhood teachers’ emotional intelligence, efficacy and psychological well-being levels on children’s academic and socio-emotional school readiness. Thirty-six teachers from twenty different kindergartens and 95 children (students) participated the study. The findings revealed the direct positive impact of teacher psychological well-being, and emotional intelligence on young children’s academic school readiness. Teachers’ psychological wellbeing played mediator role between teacher efficacy and children’s academic school readiness. Teacher efficacy and psychological well-being had a direct effect on young children’s social-emotional school readiness. Teacher’s emotional intelligence was not a significant predictor of children’s social-emotional school readiness. Although teacher efficacy, emotional intelligence and psychological well-being was related to each other only for academic school readiness teacher efficacy mediated by psychological well-being in other cases they acted independently.

Keywords

Academic school readiness, socio-emotional school readiness, teacher efficiacy, emotional intelligence, psychological well-being

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