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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Race and Emotional Intelligence as Predictors of Self-Efficacy Among Online Faculty./
作者:	Randerson, Janet L.
面頁冊數:	1 online resource (218 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Educational leadership. -
電子資源:	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.
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