هوش احساسی درک شده و خودکارآمدی در میان معلمان مدارس متوسطه چین در هنگ کنگ

One hundred and fifty-eight secondary school teachers were assessed on their perceived emotional intelligence (Schutte et al., 1998) and general self-efficacy and self-efficacy toward helping others (Schwarzer, 1993). An item factor analysis yielded four dimensions of perceived emotional intelligence, leading to the construction of four corresponding empirical scales. Teachers scored most highly on positive utilisation and emotional appraisal, followed by empathic sensitivity and positive regulation. Using the four components of perceived emotional intelligence as predictors of self-efficacy beliefs, positive regulation emerged as the significant predictor in predicting general self-efficacy whereas empathic sensitivity emerged as the significant predictor in predicting self-efficacy toward helping others. Implications of the findings for exploring the relationships between various components of perceived emotional intelligence and various specific self-efficacy beliefs for different groups of teachers and the need for further studies using longitudinal data are discussed.