Discovering the Role of Emotional Competence in New Teachers' Self-Efficacy: Classroom success in TK-12 Public Schools: a Quantitative Analysis

Abstract

New teachers enter the classroom with high hopes and expectations, only to feel defeated by the end of their first few years of teaching. There can be many variables that affect a teacher’s self-efficacy. This study aimed to determine if the teachers’ self-efficacy correlates with new teachers’ emotional competency. This quantitative study collected data from 34 participants who are first-, second-, and third-year teachers from a Southern California school district via an online questionnaire. Two questionnaires were used: The Ohio State Teacher Self-Efficacy Scale and The Profile of Emotional Competence Scale. The data was analyzed using ANOVA tests. The findings determined there was no statistically significant correlation between teacher self-efficacy and emotional competency. Recommendations from the study suggest getting a larger sample size to ensure the findings were accurate. Another recommendation is expanding the study to other Southern California school districts. Lastly, comparing new teachers to those who have taught for longer than five years will provide even more information in the area of emotional competency within teachers.