Page 135 - Vseživljenjsko učenje kot temelj trajnostne družbe

Emotional Intelligence and Self-Efficacy of Physical Education Teachers

sions are associated with more favourable perceptions of SE across various
domains of teachers’ professional functioning. These results are consistent
with numerous previous studies conducted with different teacher popula-
tions (Deng et al., 2022; Kostić-Bobanović, 2020; Valente et al., 2020). Further-
more, regression analysis was conducted to assess the extent to which spe-
cific dimensions of EI predict teachers’ SE. The results revealed that all EI
dimensions – well-being, emotionality, self-control, and sociability – signif-
icantly contribute to overall SE among PE teachers. This suggests that com-
petencies such as the ability to express and regulate one’s emotions, demon-
strate empathy, understand the emotional states of others, and effectively
cope with stressful situations are key determinants of teaching effectiveness.
These findings are supported by previous research (Şahin, 2017; Wu et al.,
2019).

Conclusions
The findings of this study deepen our understanding of EI and SE among
Slovenian PE teachers, as well as the role of EI in predicting SE in teach-
ing. The results highlight the importance of fostering teachers’ emotional
competencies – particularly at the beginning of their careers – through tar-
geted training and professional development programmes, as these skills
are essential for effective teaching, classroom management, and the devel-
opment of supportive interpersonal relationships within the school environ-
ment. Moreover, integrating emotional and social competence training into
initial teacher education curricula for prospective PE teachers is strongly rec-
ommended. An additional valuable contribution of this study is the Slove-
nian adaptation of the TEIQue-SF, which offers a reliable tool for future re-
search on EI among education professionals.

References
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