Self-efficacy is an essential personality trait, which not only draws from individuals’ life experiences but also the psychological state. The available literature indicates that emotional intelligence is related to self-efficacy since it steers a person’s ability to manage feelings and emotions. Besides, the exploration of emotional intelligence creates awareness of strengths and weakness, which the most critical constituents for self-esteem. Extensive research has shown that there is a significant relationship between self-esteem, confidence, self-efficacy, and psychological well-being. The ability to dispatch knowledge to the learners requires not only the vocational call but also the capacity to showcase higher levels of emotional intelligence and self-esteem as a way motivating learners. Therefore, the quantitative article Emotional Intelligence and Self-Esteem as Predictors of Teacher Self-Efficacy by Sahin (2017) models these variables from the teachers’ pre-service perspective to establish their effects.
The researcher adopts a representative sample of 212 pre-service teachers as respondents, where he employs a relational survey method to establish the relationship between the dependent and independent variables, as well as predict the outcomes. Having tested the validity and reliability of the questionnaires and realized a Cronbach's alpha value greater 0.7, the researcher is justified to collect the data using the instrument. Besides, since the assumptions of the regression model are satisfied, the findings from the study are reliable and viable. Moreover, it can be argued that the reported mean from the article comes from a normally distributed population since the researcher eliminated the extreme values using the standardized Z-scores.
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From the analysis by Sahin (2017), the regression findings indicated the coefficient of determination as R2= 0.376, p<0.01, showing that emotional intelligence and self-esteem explained 37.6% of the changes or variability in the pre-service teachers' self-efficacy. Besides, the test of model parameters revealed that only the well-being, sociability, and the self-esteem were significant predictors of self-efficacy amongst the pre-service teachers (p<0.05). The model computation is as illustrated below: Model estimation ( Y = β 0 + β 1 X 1 + β 2 X 2 + β 3 X 3 + β 4 X 4 + β 5 X 5 + Ɛ)
The estimated model is: Y=Self-Efficacy =β 0 +0.374X 1 (Well-being) + 0.226X 2 (Sociability) -0.105X 3 (Emotionality) -0.508X 4 (Self-Control) + 0.119X 5 (Self-Esteem) +Ɛ (Error term)
Therefore, the above model reveals that well-being, sociability, and the self-esteem positively predicts the self-efficacy of the pre-service teachers, while emotionality and self-control are the insignificant predictors.
References
Sahin, H. (2017). Emotional intelligence and self-esteem as predictors of teacher self-efficacy. Educational Research and Reviews , 12 (22), 1107-1111.
