國立虎尾科技大學 |

Race and Emotional Intelligence as Predictors of Self-Efficacy Among Online Faculty.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Race and Emotional Intelligence as Predictors of Self-Efficacy Among Online Faculty./
Author:	Randerson, Janet L.
Description:	1 online resource (218 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798381178364

Race and Emotional Intelligence as Predictors of Self-Efficacy Among Online Faculty.
Randerson, Janet L.

Race and Emotional Intelligence as Predictors of Self-Efficacy Among Online Faculty. - 1 online resource (218 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2023.

Includes bibliographical references

The purpose of this quantitative correlational-predictive study was to study if and to what extent emotional intelligence and race, individually and/or combined, predict self-efficacy among teachers teaching online at US-based colleges and universities. The theoretical foundation for this study was based on Salovey and Mayer's 1990 Theory of Emotional Intelligence and Bandura's 1977 Self-Efficacy Theory. Data was collected through convenience sampling resulting in a final sample of N = 88 faculty teaching in online classrooms in US based colleges and universities. A demographic questionnaire collected data related to race, the Schutte Emotional Intelligence Scale measured emotional intelligence, and the General Self-Efficacy Scale measured self-efficacy. A regression analysis explored emotional intelligence and race combined as predictors of self-efficacy. The finding was statistically significant F (2, 85) = 16.209, p < .001. The standard multiple regression analysis was used to examine if emotional intelligence individually predicted self-efficacy, while controlling for race. The finding was statistically significant (β = .15, p < .001). Standard multiple regression was used to examine race as a potential predictor of self-efficacy, while controlling for emotional intelligence. The finding was not statistically significant (β= -.620, p = .393). The study findings suggest that higher emotional intelligence among faculty increases self-efficacy while race does not affect self-efficacy among faculty. The findings between the chosen variables indicate there is a need to continue to study specific factors that contribute to teacher self-efficacy in online teaching.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381178364Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Emotional intelligenceIndex Terms--Genre/Form:

554714
Electronic books.

Race and Emotional Intelligence as Predictors of Self-Efficacy Among Online Faculty.
LDR:03069ntm a22003977 4500 001 1141818
005 20240414211527.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381178364
035 $a (MiAaPQ)AAI30815460
035 $a AAI30815460
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Randerson, Janet L. $3 1465813
245 1 0 $a Race and Emotional Intelligence as Predictors of Self-Efficacy Among Online Faculty.
264 0 $c 2023
300 $a 1 online resource (218 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Rowicki, Mark.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2023.
504 $a Includes bibliographical references
520 $a The purpose of this quantitative correlational-predictive study was to study if and to what extent emotional intelligence and race, individually and/or combined, predict self-efficacy among teachers teaching online at US-based colleges and universities. The theoretical foundation for this study was based on Salovey and Mayer's 1990 Theory of Emotional Intelligence and Bandura's 1977 Self-Efficacy Theory. Data was collected through convenience sampling resulting in a final sample of N = 88 faculty teaching in online classrooms in US based colleges and universities. A demographic questionnaire collected data related to race, the Schutte Emotional Intelligence Scale measured emotional intelligence, and the General Self-Efficacy Scale measured self-efficacy. A regression analysis explored emotional intelligence and race combined as predictors of self-efficacy. The finding was statistically significant F (2, 85) = 16.209, p < .001. The standard multiple regression analysis was used to examine if emotional intelligence individually predicted self-efficacy, while controlling for race. The finding was statistically significant (β = .15, p < .001). Standard multiple regression was used to examine race as a potential predictor of self-efficacy, while controlling for emotional intelligence. The finding was not statistically significant (β= -.620, p = .393). The study findings suggest that higher emotional intelligence among faculty increases self-efficacy while race does not affect self-efficacy among faculty. The findings between the chosen variables indicate there is a need to continue to study specific factors that contribute to teacher self-efficacy in online teaching.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational technology. $3 556755
653 $a Emotional intelligence
653 $a Faculty development
653 $a Race
653 $a Self-efficacy
653 $a Online classrooms
655 7 $a Electronic books. $2 local $3 554714
690 $a 0703
690 $a 0449
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 1179925
773 0 $t Dissertations Abstracts International $g 85-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30815460 $z click for full text (PQDT)