Европейский журнал экспериментальной биологии Открытый доступ

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Review of competency (knowledge, skills and attitudes) based on emotional intelligence and its implications in B.A. degree of elementary education from the perspective of Iranian educational scientists and psychology practitioners

Badrosadat Daneshmand, Maryam Seif Naraghi, Ali Shariyatmadari and Ezatollah Naderi

Present study tries to detect scientific evidence about the need for emotional competencies in academic, social, personal performance of elementary education graduates and considers the development of emotional competencies as a basic requirement. Method of this study is of applied and field research; the study examines views of respondents about requirement of elementary educational majors at the undergraduate level to competency related to elements of emotional intelligence. Studied population consisted of all faculty members and instructors in the field of Psychology and Educational Sciences at Tehran University in 90-91 school year and all teachers teaching fifth grade elementary school in Tehran, who were graduated in elementary education. Sample consisted of 377 people based on infinite population and Morgan’s sampling table. Data collecting tool in the study is a researcher-built questionnaire which is available for experts and expert teachers after preparation. To ensure its validity, the questionnaire will be so formed that the questions represent content of statements selected for studied subject; thus, content validity is a characteristic of its structure and is a tool simultaneously developed in which there is required concept for test; hence, questionnaire was first designed by reviewing literature using the guidance of faculty advisors; then, content and items of the questionnaire represented to 10 experienced experts in educational sciences and psychology through Delphi. Also, Cronbach test and LISERL diagnostic analysis were used to determine reliability of questionnaire. The results showed that from perspective of people, knowledge required to manage interpersonal relationships in class environment is higher than average for graduates. Also, knowledge required for Graduates to manage stress in class and to manage mood in class is higher than average. The results also showed that in terms of graduates’ skills and attitudes, from the perspective of people graduates need skills and attitudes in order to manage stress, mood and interpersonal relationships in the class more than average. It also became clear that knowledge is in higher rank in order to manage stress and interpersonal relationships, skill in order to manage stress and attitude toward managing general mood compared to others. Therefore, this study suggests that preservice training is a real requirement for professional development of graduates as a preparatory training for this type of learning.