| In this study the researcher examined the relationship between emotional intelligence and teacher effectiveness beliefs of Elementary and Kindergarten Education preservice teachers. The study also investigated preservice teachers' beliefs about teacher effectiveness with regards to their years in college of education, gender, and GPA. In addition the study examined preservice teachers' emotional intelligence with regards to their years in college of education and GPA. Quantitative data were gathered for this study.;Results analysis involved descriptive statistics, ANOVA, and Pearson correlation. Descriptive statistics showed that the study involved more females than males, and that there were four levels of GPA and four levels of years in College of Education.;This study found that preservice teachers tend to believe primarily in the importance of teacher factors, and then student-related factors, and the least in other personnel-related factors. Also, there were some significant differences in preservice teachers' teacher effectiveness beliefs associated with emotional intelligence skills. In addition, this study found that years in College of Education and gender account for some differences in beliefs about teacher effectiveness. Finally, preservice teachers were found to possess emotional intelligence skills in average range, while their emotional intelligence, stress management, and adaptability account for some differences in GPA. Based on these findings, the researcher provided recommendations for teacher education programs and future research that are intended to improve the quality of teacher education in United States colleges.;The participants were 99 students at The Pennsylvania State University, College of Education, Elementary and Kindergarten Education Major. Two instruments were used for this study: Bar-On Emotional Quotient Inventory Short Form and Teacher Effectiveness Beliefs Survey. Data collection occurred in spring 2008. |
