Abstract
To evaluate the impact of an intervention to improve emotional intelligence (EI) and reduce burnout in educators, 48 in-service educators were randomly assigned to a control or experimental group and administered the Scales of Emotional Functioning: Educators (SEF:ED; McCallum et al., 2019) and the Maslach Burnout Inventory – Educators Survey (Maslach et al., 2016) before and after intervention. The control group served as a waiting control and completed these instruments again after receiving the intervention. No statistically significant interaction effects from pre to post-test occurred for the SEF: ED Total EI score. A significant main effect did occur between the experimental and control group for the Personal Accomplishment (PA) scale; the experimental group yielded a higher mean PA score than the control group. For the waiting control participants, no significant change occurred from posttest administration to post-posttest administration on the EE or DP scales. Recommendations for future research are discussed.
Recommended Citation
Fast, Michelle; McCallum, Steve; McClurg, Gini; and Wu, Jiaju
(2023)
"Evaluating the Impact of Brief Electronic Professional Development on Emotional Intelligence and Burnout Among In-Service Educators,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 10:
Iss.
1, Article 2.
DOI: https://doi.org/10.61611/2995-5904.1049
Available at:
https://digitalcommons.murraystate.edu/ktej/vol10/iss1/2
