Research of the Level of Emotional Intelligence of Preschool Teachers-Methodologists
Why this work is in the frame
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Bibliographic record
Abstract
The objective of this study was to find out the level of emotional intelligence of preschool teachers-methodologists with the purpose of further professional advancement (enhancing their emotional competence). Tools applied for collecting and processing statistics were the following: survey results, methodologist’s checklists of observation of conducting classes by the teacher, N. Hall’s Emotional Intelligence Test, questionnaires for parents. There was also a survey of training participants followed by written feedback. STATA software was used for data processing, and the online TextAnalyzer utility was used to process free responses from the parent questionnaires. It is found that the system of formation of emotional intelligence, based on the training we have developed, has a positive impact on the development of emotional intelligence of preschool teachers-methodologists. The above approach enhances the knowledge of preschool teachers about their emotions, senses and feelings, contributing to the development of their ability to understand their own emotions. After the training, 7.14% of the participants showed a low level as opposed to the initial level of 33.33%. The medium level rose significantly, from 60.0% to 78.6%. And the high level of awareness of emotional intelligence in teachers has increased more than twice - from 6.67% to 14.29%. The arithmetical mean for raw scores also increased - from 43.87 to 57.54, thus confirming that the system used in training allows developing strategies for modulation of their emotions, introducing the training participants to the techniques of expression of their emotions and developing a range of emotional competency skills aimed at overcoming emotive situations. Since during the analysis of the lessons by the methodologist the teacher had to respect both the positive and negative response of the methodologist and since respect is a component of leadership, we can say that the feedback contributed to the development of leadership qualities of teachers. Regarding pedagogical skills, provided that the teacher constantly works on self-improvement of emotional intelligence, we state that the level of the teacher’s pedagogical skills also improves. We consider it reasonable to further explore the possibilities of developing the competence of emotional intelligence in future teachers during their study in higher educational institutions and preschool teachers.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it