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Emotional Intelligence and Self-Efficacy of Physical Education Teachers

and reliability, with a total score reliability of α = 0.87 and dimensional relia-
bility ranging from 0.67 to 0.86 (Siegling et al., 2015).
For this study, the TEIQue-SF was translated into Slovenian using the back-
translation method. The measurement characteristics of the Slovenian ver-
sion of the TEIQue-SF are presented in the Results section.
The Norwegian Teacher Self-Efficacy Scale (NTSES) (Skaalvik & Skaalvik,
2007; Slovenian translation by C. Peklaj and M. Marn) consists of 24 items
that measure six dimensions of a teacher’s SE: instruction (example item: ‘Ex-
plain centralthemesin yoursubjectsso that even thelow-achievingstudents
understand’), adapting education to individual students’ needs (‘Provide re-
alistic challenges for all students, even in mixed-ability classes’), motivating
students (‘Encourage all students in the class to work hard on their school-
work’), keeping discipline (‘Get students with behavioural problems to follow
classroom rules’), cooperating with colleagues and parents (‘Cooperate well
with most parents’), and coping with changes and challenges (‘Successfully
implement any instructional method that the school decides to adopt’). Par-
ticipants rate each item on a 7-point Likert scale (from 1 – not certain at all,
to 7 – absolutely certain). The original scale demonstrated adequate internal
reliability (α > 0.83) as reported by Skaalvik and Skaalvik (2007). Žagar Rupar
(2018) confirmed the validity and reliability of the NTSES within a Slovenian
sample of teachers. In our study, the α coefficients ranged from 0.76 to 0.88.

Procedure
Data were collected between March and June 2024. An online question-
naire was distributed to various primary and secondary schools across Slove-
nia, with a request to forward it to PE teachers. Participants were provided
with detailed information about the purpose and procedures of the study.
Anonymity and confidentiality were ensured. Participation was voluntary,
and informed consent was obtained prior to participation.

Statistical Analysis
The data were analysed using SPSS statistical software, and the factor struc-
ture of the TEIQue-SF was examined through confirmatory factor analysis us-
ing JASP (JASP Team, n.d.). The reliability of the instruments was evaluated
using Cronbach’s alpha (α). In addition to descriptive statistics, the Mann-
Whitney U test was employed to examine group differences, while Spear-
man’s rank correlation coefficient was used to assess the relationships be-
tween variables. A regression analysis was conducted to determine the ex-
tent to which PE teachers’ EI predicted their SE.

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