Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.

The purpose of this study was to explore the relations between preschool children'sschool readiness, young children's social emotional development, and teacher-studentrelationships. Of interest, was whether social-emotional competence and teacher-studentrelationships made unique contributions to young children school readiness. Participantswere 58 three and four year old children (31 boys and 27 girls) who attended 3 inner-citypreschool programs. Thirty-five percent of the sample was African American, with theremainder being Caucasian, Asian, or Hispanic. Social-emotional and teacher-studentrelationship measures collected during the year were associated with school readiness atyear's end. Children's emotional competence was assessed using child interviews.Social competence and teacher-student relationships were measured using teachersurveys.After controlling for age, bivariate correlation revealed that emotional competence and social competence were positively related to one another. Emotional competence and close teacher-student relationships were related to school readiness. Regression analyses showed the emotional competence added to the prediction of school readiness after controlling for age. Children more ready for school, were more emotionally competent. Children having close relationships with preschool teachers were also more emotionally competent.

This doctoral thesis investigates a relatively under-researched aspect of teachers’ emotions: namely, teachers’ emotions towards assessment. It generates a conceptual framework and methodological tool for the investigation into and analysis of teachers’ assessment practice, which consists of three concepts: emotions, emotional rules and emotional labour. Following Nussbaum (2001), emotions are viewed as cognitive, i.e. as evaluative judgements of objects important to a person’s flourishing. Following Turner (2007, 2010), emotions are understood as a generalised symbolic medium exchanged between people within institutions, making positive emotions a desirable resource that enhance a person’s flourishing. The thesis also draws on Hochschild (1983/2003), Zembylas (2005), Theodosius (2008) and Archer (2000), to expand, systematize and operationalize the concepts of emotional rules and labour, which increase the visibility of teachers’ emotions and illustrate how assessment, like teaching, is an “emotional practice” (Hargreaves, 1998). This conceptual frame opens possibilities for further research into the nascent field of teachers’ emotions and assessment. Data was collected through seven focus group interviews with nineteen teachers. The teachers were selected as a purposive sample: committed to their work of enabling learner achievement, engaged in professional development and working in functional schools. A thick description of teachers’ emotions foregrounded three main ‘objects’ of assessment: learner achievement, the assessment practices of marking and giving feedback, and accountability demands. Findings show the identity of committed teachers’ as interdependent with learner achievement: teachers gain positive emotions and the motivation to continue their work when learners do well, but are disappointed and filled with self-doubt when learners do badly. In their assessment practice, committed teachers are often overwhelmed by endless marking, yet continuously strive to make judgements and give feedback in ways that are fair, just and empowering for learners. The “panic accountability” of departmental demands undermines and demeans teachers, generating outrage and alienation. Key claims arising from the research are: 1. Teachers’ emotions occupy a strategic position as an inevitable filter through which all policy aimed at achieving the national project of high learner achievement must pass, so teachers’ emotions towards assessment and accountability have the power to enhance or destabilise learner achievement and are thus a valid concern for educational research, policy and practice. 2. As seen through their emotional rules, committed teachers strive to live up to high ethical ideals and take responsibility not only for learner success but also learner failure. 3. Teachers’ emotional labour makes visible how they strive to fulfil their moral purpose of learner achievement, yet are deeply demoralised by not receiving acknowledgement and respect from education authorities.

Geographies of ageing literature recognises the emotional qualities of ageing. However, an historical tendency to overly medicalise ageing means research often focuses on the emotions associated with specific events such as the emotions involved in living with health-related conditions, being a carer, or being cared for in different settings. There remains a paucity of research that attends to the everyday, mundane emotions of being old. This research attends to this lacuna by drawing on theoretical frames emerging from post-humanism and emotional geographies. Specifically, this research engages with the spatial organisation of emotions as it pertains to an increasingly significant element of ageing: the role of communication technology in older people's ability to create and maintain new modes of (techno)sociability. Drawing upon 29 qualitative interviews and 13 cultural probe follow up responses with retired Londoners aged 59 to 89 years, this research examines how technology connects bodies to objects, people to people and (re)connects older adults to place in new and unexpected ways. Among this participant group diverse, highly individualised and complex amalgams of communication technologies were used. Each mode of communication technology was deployed using intricate strategies of selection and implementation, based on varying temporalities and spatialities, enhancing the ability of participants to relate emotionally with others. Technology use in this regard enabled the portability and emotional continuity of social networks, as communication was no longer tied to certain physical spaces. These findings are theoretically significant as emotions are increasingly seen to have a direct impact on the spatial construction of society through shaping human capacities and behaviours, which form the world around us. Work in this domain has been limited with certain emotions and bodies being more readily researched, and affiliated with particular gendered and sexualised bodies, bodily capacities, physical forms and social identities than others. This research is able to offer an understanding not currently present in geographical literatures, and offer new modes of spatial analysis that take into account the pervasive but differentiated use of technology.

Emotions remain notably underexplored in both criminology and prisons research. This thesis sets out to address this problem by centralizing the importance of emotions in prison: especially the way prisoners express and regulate their affective states. To collect the data, 25 male and 25 female prisoners were 'shadowed', observed and interviewed across two prisons (HMP Send and HMP Ranby). Based on these findings, this thesis describes the emotional world of prisoners and their various 'affective' strategies. The three substantive chapters reveal the textured layers and various emotional states experienced by prisoners: first, at the level of the self (psychological); second, as existing between groups (social emotions); and, third, in relation to the physical environment (spatial). An individual substantive chapter is dedicated to each of these three levels of analysis. A primary finding was the prevalence of a wide range of 'emotion management' strategies among prisoners. One such strategy was emotion suppression, which was extremely salient among both men and women. While this emotion suppression was, in part, a product of pre-prison experiences it was also strongly influenced by institutional practices. Importantly, there was a strong correlation between prisoners who suppressed emotions and who were subsequently involved in violence (towards others, or inflicted upon themselves). A second key finding was the wide range of emotions that exist within, and are shaped by, different prison spaces-previous accounts have described prison as emotionally sterile, or characterised by anxiety and fear but this study develops the idea that prisons have an 'emotional geography' or affective 'map'. The study findings have implications for the 'emotional survivability' of our prisons; the need to open legitimate channels for emotional expression; and designing prisoners that are supportive, safe and secure establishments for prisoners to live in.

abstract: The purpose of this action research study was to examine the effects the Six Seconds model on the emotional intelligence development of teacher candidates in a teacher education program described above. How would this focus impact a teacher candidate's ability navigate the emotional aspects of teaching, exercise optimism, and make daily choices based on a greater sense of purpose? A mixed-methods (QUAL-quant ) was employed to investigate this question and to gain a greater understanding of emotional intelligence in the teaching profession. The Six Seconds model of emotional intelligence was used as a foundation for the intervention and data collection. Data were collected through an emotional intelligence assessment, a teaching satisfaction survey, semi-structured interviews, observations, field notes, training transcripts, training artifacts, and a participant journal. The results from the study indicated that the Six Seconds model has the potential to positively impact emotional intelligence development in teacher candidates. Moreover, the study resulted in broader assertions about emotional intelligence development among future teachers. Emotional intelligence starts with a commitment to change. Second, teacher candidates must have the opportunity to continuously apply new learning in an environment conducive to EQ development. Finally, the pursuit of a noble goal is critical to the application of all other emotional intelligence competencies. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

Project success is a measure of both project manager efficacy and stakeholder satisfaction. One of the primary measures of success for construction projects is meeting cost targets and yet recent data indicates up to 9 out of 10 construction projects fail to meet this target. Unsuccessful construction projects can have ramifications that affect project teams, internal stakeholders, customers and the local community. The purpose of this correlational study was to examine the relationship between project managers' well-being, self-control, emotionality, and sociability and project success using Petrides and Furnham's theoretical framework of trait emotional intelligence. Using the Trait Emotional Intelligence Questionnaire short form self-assessment instrument, data were collected from a sample of 104 construction project managers in the United States who had executed a project in the last 5 years. Data analysis revealed both the combination of the four predictor variables, and the self-control variable taken individually, resulted in a statistically significant relationship to project success at the p < .05 level with each having a p value of .001. Hiring managers and organizational leadership can use this information to guide hiring processes and training programs to help improve success rates in the construction industry. Improved project success could result in positive social change through the stabilization of the job market and improved partnerships between construction organizations, local governments, and the community.

Lintelligence émotionnelle (IE) ou les compétences émotionnelles (CE) désignent la capacité à identifier, comprendre, exprimer, utiliser et réguler ses émotions et celles dautrui. Les nombreuses recherches dans le domaine montrent que lIE joue un rôle essentiel dans la santé mentale et physique, dans les relations sociales mais aussi au niveau de la performance au travail. Eu égard à ces données, il serait primordial daméliorer lIE afin daugmenter le bien-être général de lindividu et ses performances. Limpact des diverses formations destinées à améliorer lIE na pas été, jusquà présent, mesuré de façon rigoureuse et scientifique. Malgré le foisonnement des interventions proposées, aucune ne simpose et aucune na été testée. Lobjectif de ce travail est de développer et de valider un dispositif de formation destiné à optimiser lIE dans une population détudiants. A cette fin, une formation a été créée, elle repose sur différents modèles théoriques et inclut les différentes CE faisant partie du concept de lIE. Ensuite, plusieurs études de validation ont été entreprises afin de tester limpact de notre formation sur lIE, sur les différentes CE et sur diverses variables liées à lIE telles la santé mentale et physique, les relations sociales, le bien-être, etc. Les résultats montrent que notre formation améliore le niveau de lIE, celui des CE, la santé mentale et physique, les relations sociales, la satisfaction dans la vie, le bonheur, certains traits de personnalité ainsi que la probabilité dun futur engagement professionnel. Une dernière étude a permis de montrer que le pattern dactivité cérébrale des individus ayant participé à la formation se modifie après lintervention. Ainsi, en plus de mesures auto-rapportées, une mesure objective a été introduite dans nos études de validation. Ces résultats sont encourageants et ils permettent de mettre en avant lefficacité de notre formation. Les recherches futures devront sattarder à mesurer limpact de notre dispositif de formation dans dautres milieux quils soient scolaire, clinique ou encore professionnel.

The purpose of this study is to integrate the past studies of the consequences of emotional labor via meta-analysis. We tested the relationships between emotional labor, job pressure, job attitudes, and job performance outcomes. Besides, we analyzed the effects of three potential moderators on above relationships: service categories (service relationship/service encounter) and sources of performance ratings (self-rating/ independent-rating). We included 31 independent studies in our meta-analysis and applied Hunter & Schmidt¡¦s (2004) approach to calculate the effect size for testing our hypothesis. Results revealed that surface acting was positively related to emotional exhaustion and negatively related to organization commitment. In addition, deep acting was positively related to job satisfaction, organization commitment and service performance. Finally, Service categories moderated the relationships between surface acting, job satisfaction and service performance. Implication for practices and suggestion for future research are also discussed.

This study aimed to investigate the relationship between the tendency of English as a Foreign Language (EFL) instructors to use the emotional intelligence (EQ) skills and their attitudes towards the teaching of EQ skills in EFL classes. The quantitative data were collected through a demographic inventory and two questionnaires. In the quantitative data gathering process, 140 EFL instructors working at Atilim University, BaSkent University, Bogazi&ccedil / i University and Erciyes University participated. In order for an in-depth interpretation of the questionnaire results, semi-structured interviews were held with 10 EFL instructors. The results of the study revealed that there is a relationship between the tendency of EFL instructors to use the interpersonal skills and their classroom applications related to the teaching of these skills in EFL classes. The tendency of EFL instructors to use the intrapersonal, interpersonal, adaptability and general mood skills were also found to correlate with their beliefs related to the teaching of these skills in EFL classes. Another outstanding finding of the study is that the tendency of EFL instructors&rsquo / to teach EQ skills is lower than both their tendency to use EQ skills and their tendency to believe that EI skills should be taught in EFL classes. Furthermore, the analysis of the demographic information along with the questionnaire results revealed a correlation between the tendency of EFL instructors to teach EQ skills in their classes and their gender, workload and the type of the institution they work. The results also revealed that there is a relationship between the beliefs of EFL instructors related to the teaching of EQ skills in EFL classes and their workload.