Σχολικό κλίμα, συναισθηματική νοημοσύνη και ψυχική ανθεκτικότητα των εκπαιδευτικών

Abstract

Taking into account that school climate refers to the quality of school life (Brookover, 1985) and that emotional intelligence has an impact on teachers’ work experiences (Kafetsios & Zampetakis, 2008; Kafetsios & Loumakou, 2007; Kafetsios, Nezlek & Vassiou, 2011), it would be important for schools to emphasize factors in the school climate and teachers’ emotional intelligence abilitiesthat may affect teachers’ resilience, the ability to overcome the problems that they arise in their work (Cicchetti, 2003; Luthar, 2006; Masten, 2001; Rutter, 2000). The study examined the effect of school climate and emotional intelligence on teachers’ resilience. 168 primary education teachers completedRevised-SchoolLevelEnvironmentQuestionnaire (R-SLEQ; Johnson, Stevens&Zvoch, 2007), WongLawEmotionalIntelligenceScale (WLEIS;Wong&Law, 2002) andResilienceScale (Wagnild&Young, 1993). Results showed that all the dimensions of the school climate and teachers’ emotionalintelligenceare positively correlated with teachers’ resilience. Results can be applied both to the process of schools headmasters’ training to implement a positive school climate and to social/emotional learning programs in the process of teachers’ education.