Title

Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment

Document Type

Article

Publication Date

1-1-2014

Department

Curriculum & Instruction

Abstract

This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment. Copyright Taylor & Francis.

DOI

10.1080/08878730.2014.887168

First Page

116

Last Page

132

Publication Title

Teacher Educator

Comments

At the time of publication, Theresa A. Cullen was affiliated with University of Oklahoma.

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