THE RELATION BETWEEN PEDAGOGICAL COMPETENCE, EMOTIONAL INTELLIGENCE AND SELF EFFICACY OF TEACHERS

Abstract

The purpose of this study to determine: 1) the relationship of pedagogical competence and emotional intelligence and self-efficacy of teachers; 2) the relationship between the pedagogic competence with self-efficacy of teachers; 3) the relationship between emotional intelligence and self-efficacy of teachers; 4) donations or role pedagogic competence, emotional intelligence to the self-efficacy of teachers / study subjects are elementary school teachers in the district Jebres totalled 150 teachers. Collecting data using a scale of pedagogic competence, emotional intelligence scale, and self-efficacy scale. Data were analysed using regression analysis and stepwise two predictors. Based on the calculation, the correlation coefficient R = 0.739, F regression = 88.655; p = 0.000 (p <0.01). These results showed that there was a significant relationship between pedagogical competence, emotional intelligence and self-efficacy of teachers. Results rx1y correlation of R = 0.606, p = 0.000 (p <0.05). Meaning there is a very significant positive between pedagogical competences with self-efficacy of teachers. Correlation analysis rx2y of R = 0.714, p = 0.000 (p <0.05). Meaning there is a very significant positive emotional intelligence and self-efficacy of teachers. The conclusion of this study is that there was a significant relationship between pedagogical competence, emotional intelligence and self-efficacy of teachers. This means that variable pedagogical competence and emotional intelligence can be used as a predictor for predicting self-efficacy of teachers. The variable pedagogical competence contribute 15,3 % to variable self-efficacy while the variable emotional intelligence contribute 39,4%. Therefore structured training is needed to improve teacher’s quality especially in pedagogical competence area.