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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
open access

Published: 11 September 2018

Teachers’ Views and Attitudes on the Organization and Implementation of the Social and Emotional Intelligence Education Program

Vasiliki Brinia, Aikaterini Athanasiou

Athens University of Economics and Business, Hellenic Open University

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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The present study examines teachers' views in the 30th Region of Primary Education of Attica, Greece in relation to the organization and implementation of the Social and Emotional Intelligence Education Program. The quantitative method was applied in the present investigation, and the questionnaire shared contained questions from three different pillars. Findings, deriving from teachers' and head teachers' views, show that there are differences between women and men as well as between head teachers and teachers, in terms of emotions expressed in teachers' work, desire to become ideal teachers, satisfaction by the profession, desire to remain in same profession and familiarity with this Program. Also, there are differences in terms of the recognition they feel they receive and of the feeling that the implementation of the Program improves their working environment. Overall, women understand better the emotions of others, use better communication strategies for students and parents, consider that the Program improves the school environment, develops students' and teachers' relationships, and the training for its implementation is crucial. Similar differences are also observed in the comparison between teachers and head teachers. The present study is one of the few of this kind that exists and reflects the teachers' views and attitudes who have implemented such Programs in a particular educational district.


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