organizational culture has a considerable impact on investment and acceptance of a new technology system such as knowledge management and especially it can be led to success or failure of knowledge management programs in organization. according to scientific evidences, human characteristics are effective on knowledge management and the process of knowledge management by people contains their pe...

Research has consistently linked social-emotional skills to important educational and life outcomes. Many children begin their school careers, however, without the requisite social and emotional skills that facilitate learning, which has prompted schools nationwide to adopt specific curricula to teach students the social-emotional skills that enable them to maintain optimal engagement in the le...

objective: grief is one of the most painful experiences of the humans after linking emotions. in the literature of trauma, grief and mourning can be seen on many topics. intervention and treatment of grief seems necessary as the period of mourning is prolonged. thus, this study aimed at understanding the effectiveness of cognitive behavioral therapy on spiritual well-being and emotional intelli...

Abstract Emotional intelligence (EI) is widely known to be crucial for professional development in education, and it a curricular component of Greek teacher education. Still, there little information available on student teachers’ EI. The aim this study was explore whether trait EI can developed through two-week, EI-focused intervention. followed quasi-experimental design with mixed method appr...

objective: present research intends to investigate relationship of psychological hardiness with emotional intelligence and workaholism among high school teachers. methods: the study population includes all male and female high school teachers in ghorveh city in the academic year 2012-2013. using simple random sampling method, 100 male and female teachers were selected. to collect data, kobasa p...

This chapter provides a brief introduction to the construct of emotional intelligence (EI), focusing on the conceptual distinction between trait EI (or emotional self-efficacy) and ability EI (or cognitive-emotional ability). The former encompasses emotion-related behavioral dispositions and self-perceived abilities measured via self-report, whereas the latter concerns actual emotion-related co...

In addition to trait EI, Cherniss identifies three other EI models whose main limitations must be succinctly mentioned, not least because they provided the impetus for the development of the trait EI model. Bar-On’s (1997) model is predicated on the problematic assumption that emotional intelligence (or ‘‘ability’’ or ‘‘competence’’ or ‘‘skill’’ or ‘‘potential’’—terms that appear to be used int...

This study aimed to discover whether there are differences between teachers with different professional competences (general teacher, support special teacher) in their assessment of own preparedness for working SEN students, and also determining levels connected the level emotional intelligence social competences. The timing was context changing structure, organization standards education syste...