Emotional intelligence (hereafter as EI) is highlighted in literature to be crucial attribute for teacher effectiveness in coping with changes and pressure in the work environment especially in the growing emphasis on acquisition of 21st century competencies among students. Hence, in response to the mounting concerns, teachers’ level of EI has become pertinent more than ever before. However, there are controversies in literature on the influence of demographic characteristics and their impact on levels of EI amongst teachers. Therefore, this study investigated the level of EI as well as how demographic characteristics (sex, age, academic qualification and years of experience) influence EI among Social Studies teachers in public Senior High Schools in the Central Region of Ghana. Bar-On (2007) mixed model of EI guided the study. The cross-sectional descriptive survey research design within the positivists’ quantitative methodology was used to collect quantitative data with the main instrument being structured questionnaire. Data were collected from all the 380 Social Studies using the census sampling technique. With the aid of the version 28 of Statistical Product for Service Solutions (SPSS) descriptive (mean, standard deviation) and inferential statistics such as independent samples t-test and one-way between groups ANOVA were used to analyse the data. The findings revealed that Social Studies teachers had high level of EI. Specifically, even though Social Studies teachers indicated several dimensions of EI, they had very high emotional intelligence in interpersonal relationship and intrapersonal relationship and high EI in stress management, adaptability and general mood. The study further revealed that whereas sex and academic qualification did not account for any statistical significance, age and years of teaching experience statistically significantly influenced Social Studies teachers level of EI. Therefore, the study recommended that Ghana Education Service through the Central Regional Directorates of Education should consider age and years of teaching experience when organising training programmes and interventions that have the potential of sustaining the high levels of EI to improve their effectiveness in the teaching and learning of Social Studies.
有文献强调，情商（以下简称 EI）是教师有效应对工作环境变化和压力的重要特 征，尤其是在日益重视培养学生 21 世纪能力的今天。因此，为了应对日益增长的关切，教师的 EI 水平比以往任何时候都更加重要。然而，关于人口特征及其对教师 EI 水平的影响，文献中还存在争议。因此，本研究调查了加纳中部地区公立高中社会学教师的 EI 水平以及人口特征（性别、年龄、学历和工作年限）对 EI 的影响。研究以 Bar-On（2007 年）的 EI 混合模型为指导。研究采用了实证主义定量方法中的横断面描述性调查研究设计来收集定量数据，主要工具是结构化问卷。采用普查抽样技术从所有 380 个社会研究机构收集数据。数据分析采用了服务解决方案统计产品（SPSS）28 版本的描述性统计（平均值、标准差）和推论性统计，如独立样本 t 检验和组间单因子方差分析。研究结果表明，社会科教师的情感态度价值观水平较高。具体而言，尽管社会科教师在多个方面表现出情商，但他们在人际关系和人际关系方面的情商非常高，在压力管理、适应能力和一般情绪方面的情商也很高。研究还显示，性别和学历在统计上没有显著影响，但年龄和教龄在统计上对社会学教师的情商水平有显著影响。因此，研究建议加纳教育部门通过中央地区教育局在组织培训项目和干预措施时考虑年龄和教学年限，这些项目和措施有可能维持教师的高水平情商，以提高他们在社会学教学中的有效性。
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This study examines the efficacy, benefits, and concerns of high school students in the 2021-2022 AP Research course. It assesses their satisfaction with course materials and methods, utilizing surveys and essays for data collection. The findings reveal that, despite challenges, most students improved and were satisfied with the teacher’s pedagogy. These results enhance our understanding of AP Research’s effectiveness and impact on student engagement. Further research is required to optimize student experiences and outcomes in the program.
{"title":"Exploring Advanced Placement Research Course: Student Perspectives, Advantages, and Obstacles","authors":"Omar Al Noursi","doi":"10.32861/rje.93.41.51","DOIUrl":"https://doi.org/10.32861/rje.93.41.51","url":null,"abstract":"This study examines the efficacy, benefits, and concerns of high school students in the 2021-2022 AP Research course. It assesses their satisfaction with course materials and methods, utilizing surveys and essays for data collection. The findings reveal that, despite challenges, most students improved and were satisfied with the teacher’s pedagogy. These results enhance our understanding of AP Research’s effectiveness and impact on student engagement. Further research is required to optimize student experiences and outcomes in the program.","PeriodicalId":500659,"journal":{"name":"Research journal of education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135194388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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