Page 126 - Vseživljenjsko učenje kot temelj trajnostne družbe

Vita Jeraj and Petra Dolenc

environment is essential for fostering quality learning. At the same time, it
is important to respond effectively to frustrations and challenging situations
in the classroom while communicating appropriately with students (Puertas-
Molero et al., 2018). Emotional and interpersonal skills are therefore essential
for the effective functioning and professional development of PE teachers.

Aim of the Study
Given the limited empirical research on emotional competencies among PE
teachers, this study aimed to examine PE teachers’ perceptions of their EI
and SE, and explore whether these perceptions differ based on gender and
years of work experience. We also examined the relationship between EI and
SE, hypothesizing that teachers’ EI would positively predict their SE in teach-
ing, in line with previous research. As the Trait Emotional Intelligence Ques-
tionnaire – Short Form (TEIQue-SF) (Petrides, 2009) was being introduced for
the first time in the Slovenian educational context, we undertook its trans-
lation and validation. The TEIQue-SF has demonstrated satisfactory psycho-
metric properties across various linguistic and cultural settings (Pérez-Díaz &
Petrides, 2021; Siegling et al., 2015; Stamatopoulou et al., 2018).

Methodology
Sample
A total of 210 PE teachers from primary and secondary schools in Slovenia
participated in the study, including 94 males and 119 females. Their mean
age was 47 years (SD =10.4),withlength ofservice rangingfrom1to 42 years
(M =19.7; SD = 12.3). This convenience sample included PE teachers from all
the Slovenian regions.

Instruments

The original TEIQue-SF (Petrides, 2009) is a self-report measure consisting of
30 items that evaluates four dimensions of EI: well-being (six items, e.g. ‘On
the whole, I’m pleased with my life’); self-control (six items, e.g. ‘I’m usually
ableto findwaysto controlmyemotionswhen I want to’);emotionality(eight
items, e.g. ‘Expressing my emotions with words is not a problem for me’); and
sociability (six items, e.g. ‘I can deal effectively with people’). The remaining
four items do not contribute to any specific dimension and are used to cal-
culate global trait EI. The TEIQue-SF utilizes a 7-point Likert scale (ranging
from ‘completely disagree’ to ‘completely agree’), with higher scores indicat-
ing greater levels of EI. The questionnaire demonstrates adequate validity

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