Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-27T12:39:25Z No. of bitstreams: 1 Alexandra Amadio Belli.pdf: 6370782 bytes, checksum: 84f2a955d75fb0d4f81d4f0e7d1d3e6b (MD5) / Made available in DSpace on 2017-04-27T12:39:26Z (GMT). No. of bitstreams: 1 Alexandra Amadio Belli.pdf: 6370782 bytes, checksum: 84f2a955d75fb0d4f81d4f0e7d1d3e6b (MD5) Previous issue date: 2017-03-13 / The present study aims to investigate a group of teachers in the analysis and development of a problem situation at classroom, focusing Social and Emotional Competencies and Problem Solving. To achieve this goal, we have guided this work by the question: What are the contributions of studies on the development of Social and Emotional Competencies and Problem Solving for teachers training? The subjects participating in this research are teachers of the initial years of Elementary School of São Paulo city municipal school network. Due to this investigative proposal, we carried out a bibliographical survey on the subject in question, which ended up pointing out relevant aspects about the need of continued teachers training. In this research, we conducted nine meetings with these teachers and applied a problem-situation in the classroom with first and second year students of elementary school. The main tools for data collection were semi-structured interviews, questionnaires, observation, and audio recording. The observations were from the Social and Emotional Competencies and Problem Solving text analysis meetings with teachers and from the classroom problem situation experience. We analyze the collected data, we weave the final considerations and we conclude that Social and Emotional Learning can contribute in the practice and in the training of the teacher and that through the Problem Solving methodology in mathematics teaching we obtain space and opportunity for development of Social and Emotional Competencies, within students. Facing the school reality presented by the teachers' perception of the school, consider declared the importance of handling emotional regulation promoting better management of stress and of conflicts in the school environment, as well as directing changes in pedagogical practice and strengthening of personal, professional and academic objectives / O presente estudo tem como objetivo investigar um grupo de professores na análise e no desenvolvimento de uma situação-problema em sala de aula, tendo como foco as Competências Socioemocionais e a Resolução de Problemas. Para alcançar esse objetivo, norteamos este trabalho pela questão: Quais são as contribuições de estudos sobre o desenvolvimento de Competências Socioemocionais e Resolução de Problemas para a formação de professores? Os sujeitos participantes dessa pesquisa são professores dos anos iniciais do Ensino Fundamental da rede municipal da cidade de São Paulo. Frente a esta proposta de investigação, realizamos um levantamento bibliográfico sobre o tema em questão, o que acabou por apontar aspectos relevantes sobre a necessidade de formação continuada para os professores. Nessa investigação realizamos nove encontros com os professores e desenvolvemos uma situação-problema em sala de aula com alunos de primeiro e segundo anos do Ensino Fundamental. Os principais instrumentos para a coleta de dados foram entrevistas semiestruturadas, questionários, observação e gravação de áudio. As observações foram dos encontros com os professores na análise dos textos sobre Competências Socioemocionais e Resolução de Problemas e na vivência da situação-problema em sala de aula. Analisamos os dados coletados, tecemos as considerações finais e concluímos que a Educação Socioemocional pode contribuir na prática e na formação do professor e que através da metodologia de Resolução de Problemas no ensino da matemática obtém-se espaço e oportunidade para o desenvolvimento de Competências Socioemocionais junto aos alunos. Diante da realidade escolar apresentada pela percepção dos professores da escola fica declarada a importância do manejo da regulação emocional propiciando o melhor gerenciamento do estresse e de conflitos no ambiente escolar, além de direcionar mudanças na prática pedagógica e fortalecimento dos objetivos pessoais, profissionais e acadêmicos

The purpose of this study was to examine the relationships among high school teachers' self-reported social and emotional competencies (SECs), social interaction teaching practices, and instructional interaction teaching practices. Yoder's (2014) research suggests to successfully implement social-emotional learning (SEL) practices, teachers must have strong social and emotional competency skills (Brackett et al., 2009; Jennings and Greenberg, 2009). This study included a quantitative descriptive method to examine the anonymous survey data collected. Additionally, the data were examined for possible correlations between social, and instructional interaction teaching practices to identify areas of strength or weakness and suggest professional learning options for teachers related to their scores. This study sought to answer the following research questions: 1. What is the relationship among high school teachers' self-reported social, and instructional interaction teaching practices that influence students' social, emotional, and academic skills? 2. What is the relationship between educators' self-reported self-efficacy of their social and emotional competence and how it influences their ability to implement social, and instructional interaction teaching practices? 3. What is the relationship between teachers' overall social interaction score and their overall instructional interaction score? 4. What do the scores from the overall social interaction score and the overall instructional interaction score suggest about the professional learning needs of the participating high school teachers? High school teachers in this study who reported a higher self-efficacy in positive social interactions had a higher self-efficacy in social interactions influencing students' social, emotion, and academic skills. High school teachers with a high self-efficacy in Teacher SEC: Social Interaction Teaching Practices strongly correlated to a higher self-efficacy of Teacher SEC: Instructional Interaction Teaching Practices. Furthermore, high school teachers with a higher self-efficacy in their Overall Social Interaction to that of their self-efficacy of their Overall Instructional Interaction also strongly correlated. Conversely, high school teachers who reported higher self-efficacy with instructional interaction did not report the same level of self-efficacy of their social interaction, albeit the finding was deemed small. The study suggests division and school leaders could prioritize supporting teachers' development of their self-efficacy of their social and emotional competence. / Doctor of Education / The purpose of this study was to examine the relationship among high school teachers' self-reported social and emotional competencies (SECs), social, and instructional interaction teaching practices. The study examined the possible correlations between the self-efficacy of social, and instructional interaction teaching practices to identify areas of strength or weakness and to identify and differentiate the professional learning needs of teachers related to their scores. This study included High School teachers from one school division in Virginia. The high school teachers participated in a pre-published survey from Yoder, 2014a (see Appendix A). The findings suggest teachers with a higher self-efficacy in their SECs were more likely to implement them in their teaching practices. Whereas high school teachers that had a higher self-efficacy in their Instructional Interactions practices did not have a statistically significant higher self-efficacy in their Social Interaction practices. Future actions could include building leaders can provide on-going professional learning to improve the self-efficacy of teachers' SECs and implementation of school-wide practices. Additional implications and future study suggestions are shared.

The present thesis “Personal Resources: Explorative Studies analyzing the Concept, the Development and the Promotion in Children and Adults” focuses on the field of Positive Psychology. This comparatively new field of research aims to examine personal strengths and virtues to ascertain the role of positive experiences, to delineate the function of positive relationships, and to understand how these factors contribute to well-being (Gable & Haidt, 2005). In addition, another goal of Positive Psychology is to develop effective interventions, aiming to increase and sustain processes that strengthen these resources. Thus, my thesis will contribute to a broader understanding of the concepts of personal resources and well-being, as well as their development and promotion. Therefore, I will present findings from four cross-sectional and longitudinal studies with children and adults as participants. In Chapter 1, I introduce the most central concepts of Positive Psychology research and constitute the central questions guiding my thesis. Chapters 2 to 5 present the findings of my empirical research: In Chapter 2, I investigate the concepts of resources and human well-being. Therefore, I will analyze the most important human resources and their complex interplay and impact on human well-being. My aim is to contribute to a more comprehensive framework in this comparatively new field of research. As Positive Psychology further strives to establish effective interventions, I additionally investigate the development and promotion of resources and well-being in children and adults (see Chapters 3-5). In Chapter 3, I concentrate in particular on preschool children and their socio-emotional competencies, and the promotion of these within our mentoring-based prevention program “HUCKEPACK”. A further aim of my thesis is to contribute to a better understanding of the processes fostering positive intervention outcomes. Hence, in Chapter 4 I focus on the causal mechanisms that bring about change within mentoring relationships. More specifically, I examine whether mentors’ socio-emotional competencies influence the mentees’ socio-emotional development within these mentorships. In Chapter 5, I address the question whether personal resources develop in adulthood while focusing on volunteers in our mentoring program in comparison to non-volunteers. Finally, Chapter 6 summarizes the findings presented in my thesis and provides prospects for future research. In Chapter 7 I submit a German version of this summary.

Made available in DSpace on 2016-04-04T18:28:23Z (GMT). No. of bitstreams: 1 Maristela Volpe dos Santos.pdf: 2010500 bytes, checksum: a182278cfb75a4239a90e540e619774b (MD5) Previous issue date: 2016-02-17 / Pontif?cia Universidade Cat?lica de Campinas / The socio-emotional skills also called socio-emotional competencies, have been increasingly highlighted in international scientific literature, given its influence on several indicators of school, personal and professional success. Considering that in the international scientific context this issue is in evidence and that, in Brazil, studies in this area are still very incipient, this research aimed to developing a scale to identify socio-emotional skills in children and adolescents focused in rating by parents / caregivers. The research consisted of three phases. First, 83 parents / caregivers of children and adolescents aged from 10 to 14 years old responded to three open-ended questions that focused on behaviors and characteristics of children and adolescents. From the responses we sought to identify the characteristics most commonly cited by participants, which resulted in a list of 211 adjectives. Then this list was referred to analysis of five judges, four students and one teacher graduate, to assess their adequacy. This objective consisted in Study 2, which aimed to search for evidence of validity based on content.The task consisted in the classification of each of the adjectives in the model of the big five personality factors (openness to experience, extroversion, agreableness, conscientiousness and neuroticism) also judging which factor and pole (positive or negative) the adjective meant. The analysis of the percentage of agreement as well as the calculation of Kappa coefficient indicated that, in a first round of analysis, 58.3% of adjectives showed perfect agreement or substantial (over 80%), being suitable. A second round of analysis was performed as the results did not indicate five adjectives for each pole and factor as desired. A list of 50 adjectives was, thus, obtained, ten belonging to each factor of the adopted character model, five of a negative character and five of a positive one. Subsequently, the Study 3 was conducted, which consisted in preparing items for a first version of the scale. A sentence being built for each selected descriptor in Study 2 was made. A proposal for a Likert scale was prepared, and the instrumental is now ready to have their psychometric properties investigated in future studies. / As habilidades socioemocionais, tamb?m chamadas de compet?ncias socioemocionais, t?m sido, cada vez mais, destacadas na literatura cient?fica internacional, dada sua influ?ncia em diversos indicadores de sucesso escolar, pessoal e profissional. Considerando-se que, no ?mbito cient?fico internacional essa tem?tica est? em evid?ncia e que, no Brasil, estudos nessa ?rea ainda s?o bastante incipientes, a presente pesquisa teve como objetivo a elabora??o de uma escala para identifica??o de compet?ncias socioemocionais em crian?as e adolescentes voltadas a pais/cuidadores. A pesquisa foi composta por tr?s fases. Na primeira delas, 83 pais/cuidadores de crian?as e adolescentes na faixa et?ria de 10 a 14 anos responderam a tr?s perguntas abertas que versavam sobre comportamentos e caracter?sticas de crian?as e adolescentes. A partir das respostas obtidas buscou-se a identifica??o das caracter?sticas mais comumente citadas pelos participantes, as quais deram origem a uma lista de 211 adjetivos. Em seguida, a lista de adjetivos foi encaminhada para an?lise de cinco ju?zes, quatro estudantes e um professor de p?s-gradua??o, para verifica??o da sua adequa??o, cujo objetivo consistiu no Estudo 2, de busca por evid?ncias de validade baseada no conte?do. A tarefa consistiu na classifica??o de cada um dos adjetivos no modelo dos cinco fatores de personalidade (abertura a experi?ncia, extrovers?o, amabilidade, conscienciosidade e neuroticismo) julgando a qual fator e polo (positivo ou negativo), o adjetivo se referia. A an?lise da porcentagem de concord?ncia, assim como o c?lculo do coeficiente Kappa indicou que, em uma primeira rodada de an?lise, 58,3% dos adjetivos apresentaram concord?ncia perfeita ou substancial (acima de 80%), mostrando-se adequados. Uma segunda rodada de an?lise foi realizada visto que os resultados n?o indicaram cinco adjetivos para cada polo e fator, como almejado. Obteve-se, assim, uma lista com 50 adjetivos, sendo dez pertencente a cada fator do modelo de personalidade adotado, cinco com car?ter negativo e cinco com car?ter positivo. Posteriormente, o estudo 3 foi conduzido, o qual constituiu-se na elabora??o de descritores para uma primeira vers?o da escala, tendo-se constru?do uma frase para cada descritor selecionado no estudo 2. Uma proposta de escala likert foi elaborada, sendo que o instrumental encontra-se, agora, pronto para ter suas qualidades psicom?tricas investigadas em estudos futuros.

The Malaysian property development industry contends with economic challenges arising from increased competition and property glut in the market. The situation is further worsen by the onslaught of world disasters for example tsunamis, earthquakes, bird flu pandemic and terrorist attacks, thus weakening the spending power of property buyers and investors. This exploratory research therefore investigated the importance of Emotional Intelligence (EQ) in enhancing customer service for sustainable competitive advantage. Guided by an analytical framework, it reviewed the key issues in the context of customer service within the Malaysian property development industry, the existing challenges faced by Malaysian property development companies, emotional intelligence (EQ) and training and development.The identified research gaps permitted the crafting of three Research Propositions. The combined outputs from the literature review, analysis of the research data and conclusions provided useful insights on the research problem. The case study methodology, supplemented by two other categories of exploratory research, namely experience surveys and one-on-one interviews, were the research techniques used to test the research propositions.The participants involved in the experience survey and one-on-one interviews included Heads of Department from the case-study company, Frontline employees, existing clients and vendors supplying goods and services to the case-study company. The procedure of data analysis consisted of examining, categorising, tabulating and recombining the evidence to address the research problem and the related research questions.The testing, by this research, yielded useful insights on the research problem.First, in order for Malaysian property developers to gain a sustainable competitive advantage, there is a need for fresh emphasis and commitment towards customer service, placing special focus on the development of employees in the area of emotional intelligence (EQ) through the reinforcement of emotional competencies. Despite efforts to enhance customer service through training programmes, the lack of effectiveness needs to be addressed and new measures should be undertaken.Second, the need for Malaysian property development companies to understand the importance of building a service culture and to begin by formulating and implementing a service strategy and it is here that leadership plays a critical role in ensuring the success of every customer service programme throughout the entire organisation. This suggests that new approaches to creating a service culture are necessary, benchmarking with best practices of service leaders around the world, even from different industries. Third, the need for the customer service training model to be reviewed and revamped. It calls for new emphasis on the development of emotional intelligence (EQ) competencies, to ensure training effectiveness and the achievement of customer service excellence through human capital.Finally, the research findings permitted the construct of a policy framework for securing sustainable competitive advantage. The research yielded useful insights for theory and model building. In respect of enhancing customer service to achieve sustainable competitive advantage in the Malaysian property development market, the research findings suggested a Service Culture Development Model that will ensure that customer service excellence can be maintained and delivered consistently, leading to a sustainable competitive advantage in the marketplace. In respect of enhancing customer service through the development of EQ competencies in every employee and throughout the organisation, the research findings suggested a new Customer Service Training Model, where EQ competencies development programme becomes the pre-requisite foundational programme for all employees, prior to the training of customer service skill-sets. In order to create a service culture throughout the entire organisation, a customer service-oriented organisation will ensure that all employees, including top management personnel, participate in the EQ development programme.Follow-up research to test a model, based on this framework should further contribute to new theory development in emotional intelligence impacting customer service in the Malaysian property development industry.

The Malaysian property development industry contends with economic challenges arising from increased competition and property glut in the market. The situation is further worsen by the onslaught of world disasters for example tsunamis, earthquakes, bird flu pandemic and terrorist attacks, thus weakening the spending power of property buyers and investors. This exploratory research therefore investigated the importance of Emotional Intelligence (EQ) in enhancing customer service for sustainable competitive advantage. Guided by an analytical framework, it reviewed the key issues in the context of customer service within the Malaysian property development industry, the existing challenges faced by Malaysian property development companies, emotional intelligence (EQ) and training and development.The identified research gaps permitted the crafting of three Research Propositions. The combined outputs from the literature review, analysis of the research data and conclusions provided useful insights on the research problem. The case study methodology, supplemented by two other categories of exploratory research, namely experience surveys and one-on-one interviews, were the research techniques used to test the research propositions.The participants involved in the experience survey and one-on-one interviews included Heads of Department from the case-study company, Frontline employees, existing clients and vendors supplying goods and services to the case-study company. The procedure of data analysis consisted of examining, categorising, tabulating and recombining the evidence to address the research problem and the related research questions.The testing, by this research, yielded useful insights on the research problem.First, in order for Malaysian property developers to gain a sustainable competitive advantage, there is a need for fresh emphasis and commitment towards customer service, placing special focus on the development of employees in the area of emotional intelligence (EQ) through the reinforcement of emotional competencies. Despite efforts to enhance customer service through training programmes, the lack of effectiveness needs to be addressed and new measures should be undertaken.Second, the need for Malaysian property development companies to understand the importance of building a service culture and to begin by formulating and implementing a service strategy and it is here that leadership plays a critical role in ensuring the success of every customer service programme throughout the entire organisation. This suggests that new approaches to creating a service culture are necessary, benchmarking with best practices of service leaders around the world, even from different industries. Third, the need for the customer service training model to be reviewed and revamped. It calls for new emphasis on the development of emotional intelligence (EQ) competencies, to ensure training effectiveness and the achievement of customer service excellence through human capital.Finally, the research findings permitted the construct of a policy framework for securing sustainable competitive advantage. The research yielded useful insights for theory and model building. In respect of enhancing customer service to achieve sustainable competitive advantage in the Malaysian property development market, the research findings suggested a Service Culture Development Model that will ensure that customer service excellence can be maintained and delivered consistently, leading to a sustainable competitive advantage in the marketplace. In respect of enhancing customer service through the development of EQ competencies in every employee and throughout the organisation, the research findings suggested a new Customer Service Training Model, where EQ competencies development programme becomes the pre-requisite foundational programme for all employees, prior to the training of customer service skill-sets. In order to create a service culture throughout the entire organisation, a customer service-oriented organisation will ensure that all employees, including top management personnel, participate in the EQ development programme.Follow-up research to test a model, based on this framework should further contribute to new theory development in emotional intelligence impacting customer service in the Malaysian property development industry.

The present thesis “Personal Resources: Explorative Studies analyzing the Concept, the Development and the Promotion in Children and Adults” focuses on the field of Positive Psychology. This comparatively new field of research aims to examine personal strengths and virtues to ascertain the role of positive experiences, to delineate the function of positive relationships, and to understand how these factors contribute to well-being (Gable & Haidt, 2005). In addition, another goal of Positive Psychology is to develop effective interventions, aiming to increase and sustain processes that strengthen these resources. Thus, my thesis will contribute to a broader understanding of the concepts of personal resources and well-being, as well as their development and promotion. Therefore, I will present findings from four cross-sectional and longitudinal studies with children and adults as participants. In Chapter 1, I introduce the most central concepts of Positive Psychology research and constitute the central questions guiding my thesis. Chapters 2 to 5 present the findings of my empirical research: In Chapter 2, I investigate the concepts of resources and human well-being. Therefore, I will analyze the most important human resources and their complex interplay and impact on human well-being. My aim is to contribute to a more comprehensive framework in this comparatively new field of research. As Positive Psychology further strives to establish effective interventions, I additionally investigate the development and promotion of resources and well-being in children and adults (see Chapters 3-5). In Chapter 3, I concentrate in particular on preschool children and their socio-emotional competencies, and the promotion of these within our mentoring-based prevention program “HUCKEPACK”. A further aim of my thesis is to contribute to a better understanding of the processes fostering positive intervention outcomes. Hence, in Chapter 4 I focus on the causal mechanisms that bring about change within mentoring relationships. More specifically, I examine whether mentors’ socio-emotional competencies influence the mentees’ socio-emotional development within these mentorships. In Chapter 5, I address the question whether personal resources develop in adulthood while focusing on volunteers in our mentoring program in comparison to non-volunteers. Finally, Chapter 6 summarizes the findings presented in my thesis and provides prospects for future research. In Chapter 7 I submit a German version of this summary.

No description available.

Critical and enduring questions for teachers are whose ethics or what ethics they should be teaching in schools and how, given the pluralism of the wider society. The focus of this study is to establish whether it is possible to identify a common, non-relativist basis for what should be taught in Ethics Education and then to consider how such an approach might best be undertaken. This task involves finding some basis for ethics that we all have reason to accept and requires an understanding of the nature of moral development and learning. An interdisciplinary approach has been undertaken to investigate whether it is possible to find a common basis for ethics and to determine what constitutes the nature of moral development and learning. In the first instance, this interdisciplinary approach has been used to investigate whether there is justification for believing that as human beings we share certain characteristics and patterns of behaviour, or a common humanity, the features of which might suggest a common basis for ethics that we all have reason to accept. This investigation examines empirical findings and theoretical conclusions relating to the sociobiological, psychosocial and sociocultural dimensions of human beings to support the notion that we share a common humanity which is characterised by a number of features. These features include the deeply reciprocal nature of our relationships with one another and the sociocultural nature of our moral learnings. Moreover, we are a highly interdependent social species whose survival and well-being are dependent not only on cooperation with one another but also with sustaining a satisfactory ecological balance with other forms of life within dynamic, natural systems. This interdependence suggests that the norm of having care for one another and our world is one that we all have reason to accept. This norm, in turn, suggests a telos, or set of goals for ethics, that involve the creation of a just and caring society. However, in order to realise such a telos for ethics it is necessary to provide some specific theoretical and practical guidelines related to deciding what constitutes the nature and scope of care within specific contexts. Accordingly, the study undertakes a brief review of contemporary approaches to ethics to evaluate the extent to which these provide a means for realising the ethical form of life based in the norm of having care for one another and our world. This review suggests that feminist theories of care provide the most promising basis for delineating what it is to care for one another and our world. However, it is also acknowledged that there are a number of limitations with existing theories of care. This study, therefore, undertakes a conceptual analysis of the nature and scope of care and outlines an extended ethic of care. This theorising recognises that care for others is characterised by the dimensions of responsiveness, the exercise of responsible action and is refined and amended by critical reflection. It is acknowledged that justice is intrinsic to the nature of care as is the exercise of a range of virtues. The scope of our caring responsibilities is seen to extend to all others in the global community, as well as all other species, while also requiring care for self, and care for particular others for whom we may have special familial or work-related responsibilities. The evaluation of what constitutes caring practice is also discussed and it is acknowledged that caring practices must meet minimum requirements in terms of respect for basic human rights and should contribute to the welfare and well-being of the recipients of care. This specification of the nature and scope of care, in conjunction with a consideration of the nature of moral learning and development, provides a basis from which to develop a philosophical foundation as well as a set of aims and objectives for Ethics Education. It is acknowledged that students need to develop a wide range of cognitive, emotional and social competencies in order to understand what it means to care for self and others within specific socio-cultural contexts and also to develop the sense of empathetic connection and affiliation to others that translates moral decisions into responsible moral action. It is hoped that the study provides the basis for beginning a dialogue in schools that involves students, teachers, families and members of the wider community about what it means to live the ethical form of life and how education itself might promote broadly such a form of life.

Cette recherche a été développée sur le terrain dans une école spécialisée pour les élèves diagnostiqués du syndrome autistique : A Better Chance School, en Californie. Ces travaux s’appuient sur les fondements théoriques des concepts d’intelligence Emotionnelle, et de Capital Emotionnel©. Ces travaux portent sur les différences possibles de compétences entre les personnels éducatifs travaillant auprès d’élèves autistes qui perdurent et ceux qui quittent après quelques mois. Les résultats de l’analyse quantitative de données basées sur les tests d’intelligence émotionnelle à partir des batteries de test EQ Map® permettent de comparer les niveaux de compétences émotionnelles entre le personnel pérenne et le personnel non pérenne à l’ABC School. Les tests statistiques t-test pratiqués à partir du programme stata® démontrent une différence significative des scores d’intelligence émotionnelle et révèlent des scores supérieurs pour les éducateurs et enseignants pérennes par comparaison aux enseignants et éducateurs non pérennes. Le post test intra-groupe, effectué plusieurs mois plus tard sur la population d’éducateurs pérennes, à permis de montrer une différence significative pour une grande majorité des catégories d’échelles d’intelligence émotionnelle. Précisément, les catégories pour lesquelles il y a eu un développement significatif au cours des 18 mois d’expérience à ABC School sont les suivantes : Faculté de force émotionnelle mentale personnelle, créativité, compassion, résilience, connexion interpersonnelle, intégration de soi, compréhension émotionnelle d’autrui, quotient relationnel. / This research was developed from the particular field work of a specialized school for students with autism at A Better Chance School in California. This Research was conducted through the framework of Emotional Intelligence Theories and the Emotional Capital© concept. This research targets the possible differences in emotional capital between sustainable educators and non sustainable educators working with students with autism. The results from quantitative data analysis based on the emotional Intelligence test EQ Map® allow to compare the level of emotional competencies between sustainable and non sustainable employees at ABC School. The statistical t-test performed with the program Stata® shows a significant difference and higher EQ scores for sustainable educators compared to non sustainable educators. The post test performed 18 months later on sustainable educators revealed a significant difference for a majority of scales on emotional intelligence. Precisely, the categories where the increase was significant after 18 months working at ABC school are the following ones : Mental and emotional personal strength abilities, creativity, compassion, resilience, connection interpersonal connection, integrated self, emotional awareness of others, relational quotient.