Emotional competence of preschool teachers: the case of Slovenian preschool teachers

Abstract

The goal of the empirical quantitative research conducted on a sample of 100 Slovenian preschool teachers in 2021 was to examine in more detail the self-perception of preschool teachers on indicators of their emotional competence. The narrower theoretical framework of the study was the concept of emotional competence. Relevant data were obtained through a self-created research instrument of satisfactory reliability and validity. Preschool teachers assess their own emotional competence as extremely high, and the categories of competence correlate strongly. There were differences in the development of emotional competence in relation to the work experience of preschool teachers (adaptability and self-regulation) in favour of more experienced preschool teachers, while in relation to the level of education there are differences only for the category of emotionally based communication in favour of more educated preschool teachers.