Page 138 - Vseživljenjsko učenje kot temelj trajnostne družbe

Vita Jeraj and Petra Dolenc

Stephanou, G., Gkavras, G., & Doulkeridou, M. (2013). The role of teachers’ self-
and collective-efficacy beliefs on their job satisfaction and experienced
emotions in school. Psychology, 4(3A), 268–278.
Stewart, R., Wright, B., Smith, L., Roberts, S., & Russell, N. (2021). Gendered
stereotypes and norms: A systematic review of interventions designed
to shift attitudes and behaviour. Heliyon, 7(4), e06660.
Su, H., Zhang, J., Xie, M., & Zhao, M. (2022). The relationship between teachers’
emotional intelligence and teaching for creativity: The mediating role of
working engagement. Frontiers in Psychology, 13, 1014905.
Tuxford, L. M., & Bradley, G. L. (2015). Emotional job demands and emotional
exhaustion in teachers. Educational Psychology, 35(8), 1006–1024.
Valente, S.,Monteiro, A.,& Lourenco,A., (2019).The relationship between
teacher’s emotional intelligence and classroom discipline management.
Psychology in the Schools, 56(5), 741–750.
Valente, S.,Veiga-Branco, A., Rebelo, H.,Lourencßo, A.A., &Cristóvão,A.M.
(2020).Therelationshipbetweenemotionalintelligenceabilityandteacher
efficacy. Universal Journal of Educational Research, 8(3), 916–293.
Wang, X. (2023). Exploring positive teacher-student relationships: The synergy
of teacher mindfulness and emotional intelligence. FrontiersinPsychology,
14, 1301786.
Watson, M., & Kleinert, J. (2017). Control yourself: Physical education teachers’
emotional intelligence has a minor role in pupils’ need satisfaction. Ad-
vances in Physical Education, 7, 234–247.
Wolters, C., & Daugherty, S. (2007). Goal structures and teachers’ sense of effi-
cacy: Their relation and association to teaching experience and academic
level. Journal of Educational Psychology, 99(1), 181–193.
Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during
the early years of teaching: A comparison of four measures. Teaching and
Teacher Education, 21(4), 343–356.
Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R. M., & Lian, R. (2019). Teachers’ emotional
intelligence and self-efficacy: Mediating role of teaching performance. So-
cial Behavior and Personality, 47(3). https://doi.org/10.2224/sbp.7869
Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes to-
wards inclusive education and self-efficacy for inclusive practices. Teach-
ing and Teacher Education, 64(4), 222–229.
Žagar Rupar, M. (2018). Delovna zavzetost učiteljev v povezavi z osebnostjo in
samoučinkovitostjo [Unpublished master’s thesis]. University of Ljubljana.

Čustvena inteligentnost in samoučinkovitost učiteljev športne vzgoje
Poučevanje velja za zelo čustveno zahtevno dejavnost. Čustvena kompetent-
nost zato predstavlja pomemben dejavnik stokovnega razvoja učiteljev in ka-
kovostnega pedagoškega dela. Ker imajo učitelji športne vzgoje ključno vlogo

138