Interrelationships Between Emotional Competence and Self- Efficacy with Commitment Among Preschool Teacher
in Selangor
Kan Phaik Im1*, Fonny Dameaty Hutagalung1, Chew Fong Peng1
1 Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
*Corresponding Author: pikan624@gmail.com, kanphaikim@siswa.um.edu.my Accepted: 15 October 2021 | Published: 1 November 2021
_________________________________________________________________________________________
Abstract: The purpose of this study is to investigate the level of teacher commitment, teacher emotional competence and teacher self-efficacy; and interrelationship between teachers' emotional competence and teacher commitment, emotional competence and self-efficacy, self- efficacy and teacher commitment in the state of Selangar. This study is based on Theory of Emotional Competence developed by Goleman (2001), Model of Self-Efficacy by Tschannen- Moran & Hoy (2001) and Model of Teacher Commitment by Thien, Nordin & T. Ramayah (2014). The methodology to be used is a survey study involving 428 preschool teachers in the state of Selangor who have been selected through cluster and simple random sampling to answer a set of questionnaires that have been adapted from the instrument "Emotional Competencies Inventory" (ECI-V2) - Hay Group by Boyatzis, Golemen and Hay Group, (2001); self-efficacy section adapted from Tschannen-Moran “TSES” instruments, Woolfolk Hoy and Hoy (2001); while the teacher commitment section is adapted from the instrument of teacher commitment scale - developed by Thien, Nordin & T. Ramayah (2014). The data collected were analyzed quantitatively using IBM SPSS V23.0 for descriptive analysis and the relationship of emotional competence, self-efficacy and commitment. The findings of the study showed that the level of emotional competence, self-efficacy and commitment of teachers reached a high level; The pearson correlations analysis showed that the relationship between emotional competence, self-efficacy and commitment is significantly positive.
Keywords: Early childhood education, Preschool teacher, Emotional competence, Self- efficacy, Commitment
___________________________________________________________________________
1. Introduction
In the context of early childhood education, preschool teachers are seen as important and challenging educational leaders because they act as key educators in motivating children to achieve classroom learning. This task becomes more challenging due to the addition of behavioural problems in kindergarten children (Agbaria, 2021).
Research on teacher emotions shows that teachers in Asian and other national contexts experience more negative emotions than positive emotions and that teachers’ inadequate ability to regulate emotions can lead to fatigue, job dissatisfaction, and inappropriate teaching behaviours (Chen, 2019; Yin, 2016). Recent media reports of child abuse by preschool teachers in Malaysia and other parts of the world have raised widespread public concern about the emotions of preschool teachers.
2. Literature Review
There are many studies that have been conducted on the issues of emotional competence, self -efficacy and teacher commitment. The three main constructs in this study are very important and interrelated.
Emotional competence is an important element that is able to influence individuals in controlling their own emotions and the emotions of others in an organization (Goleman, 1998;
Yin, 2015; Zhang, Yu & Jiang, 2020; Yahya Don et al., 2015). The process of teachers communicating and completing the daily routines of preschool children requires a high level of emotional competence (Sutton & Wheatley, 2003). Thus, teachers who are able to master emotional competence can empower and improve the accessibility of preschool children because of their effectiveness in children’s learning processes and while interacting with them (Anderson, 2004; Ramana, 2013; Yahya Don et al., 2015).
Teacher’s self-efficacy levels are associated to their effectiveness in school (Agbaria, 2021;
Gibbs, 2002; Guo et al., 2011; Guo et al., 2010; Shafinaz, 2017; Tschannen-Moran et al., 1998).
According to Bandura (1997), self-efficacy is formed as a result of an individual’s cognitive processes in an effort to build beliefs about an individual’s abilities in an effort to perform a task at a certain level of competence. A better understanding of teacher self-efficacy is essential to ensure the quality and effectiveness of preschool teaching (Infurna et al., 2018). By recognizing teachers’ self-efficacy, this allows efforts to improve teachers’ self-efficacy to be given attention, especially for preschool teachers in the implementation of their commitments (Guo et al., 2011; 2010).
Highly committed teachers are considered an asset in any school. Thus, commitment has become an important aspect to be developed and nurtured among school teachers (Thien et al., 2014). Researchers’ interest in exploring teacher commitment is growing because of strong psychological relationships with school, student, and area subjects. In addition, teachers who work hard in an effort to promote high quality teaching can optimize student outcomes (Thien et al., 2014). The seriousness of the efforts and involvement of teachers in promoting quality teaching reflected by their commitment to work, school, students, and profession is important in educational outcomes (Thien et al, 2014; Tsui & Cheng, 1999; Cheng & Gan, 2020). There is a significant relationship between teachers' emotional competence and the commitment of preschool teachers in the state of Selangor.
Teachers with high emotional competence are said to be highly committed in their work because the teacher understands the feelings and emotions of themselves and others as well as able to maintain friendly relationships with various relevant parties in the world of education or school people themselves involving students, parents and surrounding communities (Cheng
& Gan, 2020). Preschool teachers with high emotional competence work more enthusiastically and effectively to complete their tasks, and those with a high level of commitment can help improve early standards of child education and care (Lee et al., 2017).
Various studies have demonstrated that teacher self -efficacy is heavily correlated with teacher behaviors capable of fostering student performance (Infurna et al., 2018; Goddard, Hoy &
Woolfolk Hoy, 2000; Ramana, 2013). In the study of Infurna et at., (2018), the findings of the study showed that the relationship of teacher self-efficacy with teacher commitment and teaching effectiveness was significant. This is due to high self-efficacy teachers being more
behavior (Zhang et al., 2020; Tschannen-Moran & Hoy, 2001). This also proves that self- efficacy is very important to be improved because it is able to influence the feelings and thoughts and behaviors of teachers while performing their responsibilities to educate and shape the personality of students (Agbaria, 2021; Zhang et al., 2020).
To the best of the researcher’s knowledge, the study of emotional competence, self-efficacy and commitment but in general is in the field of education and does not focus on preschool education. Based on the issues and long -term implications of the quality of preschool education, this study needs to be implemented for action to improve the quality of continuing education. Since preschool education is the cornerstone of the change and overall development of children which is very important before they enter the school world, then the development and expansion of preschool programs need to be given attention and improved the quality of services to the community. Since teachers' emotional competence and teachers' self-efficacy are closely related to teacher commitment, it is important for us to identify the relationship of these two variables to preschool teachers' commitment in order to perform their role towards developing children's potential holistically.
Therefore, research questions were:
1) What are the level of teacher commitment, the level of emotional competence of teachers and the level of self-efficacy of preschool teachers in the state of Selangor?
2) Is there a significant relationship between teachers 'emotional competence and preschool teachers' commitment in the state of Selangor?
3) Is there a significant relationship between teachers' emotional competence and self-efficacy of preschool teachers in the state of Selangor?
4) Is there a significant relationship between teachers' self-efficacy and the commitment of preschool teachers in the state of Selangor?
Based on the above research questions, the following null hypotheses have been constructed.
H01: There is no significant relationship between the emotional competence of teachers with the commitment of preschool teachers in the state of Selangor.
H02: There is no significant relationship between teachers' emotional competence and self- efficacy of preschool teachers in the state of Selangor.
H03: There is no significant relationship between teachers' self-efficacy and the commitment of preschool teachers in the state of Selangor.
3. Methodology
This study is a quantitative study with survey approach by using a questionnaire to identified level of emotional competence, self-efficacy and teacher commitment and the relationship between these variables among the preschools in the state of Selangor. Due to Movement Control Order (MCO) and Conditional Movement Control Order (CMCO) implemented by the Malaysian government, researchers had to use Google forms to collect research data via online.
Cluster random sampling was conducted among preschool teachers in the state of Selangor involving 10 districts. Following that, the researcher modified the questionnaire into a Google form with a QR code, and then forwarded it to the Selangor Education Department (JPN) officer to forward to respondents. A total of 555 preschool teacher in Selangor had been simple randomly selected as respondents, and finally 428 teachers had responded to google form that formed the total sample size.
Instrument of Study
According to Chua (2016), an instrument is a measurement tool specially designed to collect study data. In this study, the researchers used a set of questionnaires. This form of instrument is considered most appropriate to obtain information related to emotional competence, teacher self-efficacy and commitment of preschool teachers because the questionnaire form can help researchers collect data more accurately in this study. The questionnaire of this study consists of four parts namely (a) the demographics of the respondents; (b) emotional competence adapted from ECI-V2 from Hoy Group (2001); (c) self-efficacy adapted from the “TSES”
instrument Tschannen-Moran, Woolfolk Hoy and Hoy (2001); and (d) teacher commitment adapted from the Teacher Commitment Scale instrument by Thien, Nordin Abd Razak & T.
Ramayah (2014). 5-level Likert scale was used in the questionnaire.
Data analysis
In this study, all data collected were analysed by using SPSS Version 23.0. With the use of software of SPSS (Statistical package for social sciences), data analysis can be completed in an orderly, simple and systematic manner (Lay, Khoo & Ley, 2016). Pearson correlation r analysis help researchers to analyse the relationship between each factor to test each study hypothesis easily and clearly (Lay et al., 2016). Pearson correlation coefficients, known as the Pearson r statistical test, was used to measure the strength between different variables and their relationships.
4. Results
Analysis of Emotional Competence Levels, Self-Efficacy and Teacher Commitment The analysis is to answer RQ1: What is the level of teacher commitment, the level of emotional competence of teachers and the level of self-efficacy of preschool teachers in the state of Selangor?
Frequency analysis of the levels of emotional competence, self-efficacy and commitment of preschool teachers showed high levels as shown in table 1 below.
Table 1: Frequency Analysis of Teacher Emotional Competence Levels, Self-Efficacy and Teacher Commitment
Level Emotional Competence
Self-efficacy Teacher Commitment
Results
N % N % N %
1 0 0 0 0 0 0 Low
2 99 23.1 41 9.6 45 10.5 Middle
3 329 76.9 387 90.4 383 89.5 High
Total 428 100 428 100 428 100
Min/SD 2.77 .422 2.91 .305 2.90 .315
*1= (Min =0.00-2.33); 2= (Min=2.34-3.66); 3= (Min=3.67-5.00)
From the Table 1, the level of emotional competence (76.9%), self-efficacy (90.4%) and teacher commitment (89.9%) of Selangor preschools were at a high level. Dimensions of emotional competence, out of 428 respondents, 329 respondents were at a high level (mean = 3.67 - 5.00) while 99 respondents were at a moderate level (mean = 2.34 - 3.66) on a 5-level Likert scale with an average mean = 2.77; SD = .422 at level 3. For the self-efficacy dimension, 387 respondents were at a high level (mean = 3.67- 5.00) while 41 respondents were at a moderate level (mean = 2.34 - 3.66) on a 5-level Likert scale with an average mean = 2.91; SD
= .305 at level 3. Finally, for the dimension of teacher commitment, 383 respondents were at a
high level (mean = 3.67- 5.00) while 45 respondents were at a moderate level (mean = 2.34 - 3.66) on a 5-level Likert scale with an average mean = 2.90; SD= .315 at level 3.
Overall, the level of emotional competence, self-efficacy and commitment of Selangor preschool teachers was at a high level.
Relationships Between Emotion competence and self-efficacy with commitment among preschool Teachers
The Pearson correlation coefficients test was use to answer the research questions 2 to 4.
RQ2: Is there a significant relationship between teachers 'emotional competence and preschool teachers' commitment in the state of Selangor?
RQ3. Is there a significant relationship between teachers' emotional competence and self- efficacy of preschool teachers in the state of Selangor?
RQ4. Is there a significant relationship between teachers' self-efficacy and the commitment of preschool teachers in the state of Selangor?
The Pearson correlation test was used to analyse the relationship between emotional competence, self-efficacy and commitment of preschool teacher in Selangor and the interpretation of the r Coefficient is based on the Table 2 below.
Table 2: Statistical Guide of Pearson Correlation Coefficient, r
Strength of Association Positive Negative
Small .1 to .3 -0.1 to -0.3
Medium .3 to .5 -0.3 to -0.5
Large .5 to 1.0 -0.5 to -1.0
(Source: https://statistics.laerd.com/statistical-guides/pearson-correlation-coefficient-statistical-guide.php)
The finding of the correlation coefficient between emotional competence and commitment of preschool teacher in Selangor are shown in Table 3.
Table 3: Analysis of Pearson Correlation Coefficient Between Emotional Competence and Commitment Emotional Competence Commitment
Preschool Teacher Pearson Correlation 1 .521**
Emotional Competence
Sig. (2-Tailed) .000
N 428 428
Preschool Teacher Pearson Correlation .521** 1
Commitment Sig. (2-Tailed) .000
N 428 428
** Correlation is significant at the 0.01 level (2-tailed)
Analysis using Pearson correlation coefficient test showed that the emotional competence of preschool teachers in Selangor was significantly correlated at the medium level, r = .521 **, p
<.01 with their commitment. Thus, the null hypothesis stating that the emotional competence of preschool teachers in Selangor is not correlated with their commitment was rejected at the significance level of .01.
The following correlation test show the relationship between emotional competence and self- efficacy of preschool teacher in Selangor in Table 4.
Table 4: Analysis of Pearson Correlation Coefficient Between Emotional Competence and Self -Efficacy Emotional Competence Self -Efficacy
Preschool Teacher Pearson Correlation 1 .700**
Emotional Competence
Sig. (2-Tailed) .000
N 428 428
Perschool Teacher Pearson Correlation .700** 1
Self -Efficacy Sig. (2-Tailed) .000
N 428 428
** Correlation is significant at the 0.01 level (2-tailed)
Analysis using Pearson correlation coefficient test showed that the emotional competence of preschool teachers in Selangor was significantly correlated at a large positive level, r = .700
**, p <.01 with their self -efficacy. Thus, the null hypothesis stating that the emotional competence of preschool teachers in Selangor is not correlated with their self -efficacy was rejected at the significance level of .01.
The following hypothesis tests show the relationship between self-efficacy and commitment of preschool teacher in Selangor in Table 5.
Table 5: Analysis of Pearson Correlation Coefficient Between Self -Efficacy and Commitment Self-efficacy Commitment Preschool Teacher
Self-
Pearson Correlation 1 .578**
efficacy Sig. (2-Tailed) .000
N 428 428
Preschool teacher Pearson Correlation .578** 1
Commitment Sig. (2-Tailed) .000
N 428 428
** Correlation is significant at the 0.01 level (2-tailed)
Analysis using Pearson correlation coefficient test showed that the self-efficacy of preschool teachers in Selangor was correlated significantly at the medium level, r = .578 **, p <.01 with their commitment. Thus the null hypothesis stating that the self-efficacy of preschool teachers in Selangor is not correlated with their commitment was rejected at the significance level of .01.
In summary, emotional competence and self-efficacy showed a significant positive relationship with commitment. This means that the higher the level of emotional competence of the teacher, the higher the commitment of the teacher; the higher the emotional competence, the higher the self-efficacy; the higher the self-efficacy, the greater the teacher’s commitment because there is a significant relationship.
5. Discussion and Conclusion
The findings of this study have shown that the level of emotional competence, self-efficacy and commitment of preschool teachers in the state of Selangor was at a high level. This shows that they will be able to form positive self and children's emotions and play a role in improving work performance in preschool, especially in children's learning performance because they are
committed as good and quality early childhood education teachers in an effort to help children's emotions in order to develop the potential of children holistically.
Consistent with Goleman’s theory (1998 & 2000), emotional competence is the factor that distinguishes an excellent leader from a non-excellent one. In the context of preschool teachers, emotional competence is the cause that distinguishes between excellent and non-excellent preschool teachers (Agbaria, 2021; Zhang et al., 2022; Farah et al., 2018; Valente & Lourenço, 2020). In addition, high self-efficacy teachers provide good service to intelligent students and low self-efficacy teachers often express feelings of anger and stress as well as give heavy fines to students (Ramana, 2013). Thus, efforts to improve self-efficacy are important indicators for the self-efficacy of preschool teachers in performing their duties (Agbaria, 2021). This means that preschool teachers who have a high level of self-efficacy are confident of being able to provide intelligent services and services to children in the teaching and learning of children in addition to being able to implement classroom management effectively. In dealing with children, preschool teachers not only need to be confident in managing children's daily learning activities but they also need to constantly provide motivation to help children to build their confidence in a meaningful learning process.
Furthermore, the high level of commitment of preschool teachers in the state of Selangor allows them to realize that their commitment is much more important in educating young children who are only five and six years old who are still unable to manage themselves. Thus, preschool teachers seem to play a role like their parents who need to nurture and educate children with full commitment and care compared to older students. As such, they are highly committed in performing their duties towards students, teaching, schools and the profession. This is because the role of preschool teachers is to bear the responsibility to give birth to children with a proactive personality, character, and self-concept to become a patriotic citizen while practicing pure values in future society.
Emotional competence and self-efficacy play an important role in education. Findings of the study show that emotional competence and self-efficacy of preschool teachers have a significant relationship means that preschool teachers in the state of Selangor who have high emotional competence believe that they are able to teach in effective in school. Therefore, they dare to place higher targets on students, and want to try new techniques in teaching, and dare to accept ideas for the sake of school and high resilience in the pursuit of new and challenging tasks. Emotional competencies that influence the self-efficacy of preschool teachers enable teachers to be committed in the execution of their increasingly challenging tasks in order to be quality teachers (Yahya Don et al., 2015).
According to Bandura (1977; 1986), an individual whose positive emotions cause his self- efficacy to increase on a thing or activity he engages in. The statement is in line with the view of Sutton and Wheatley (2003) who stated that the increase in teachers’ self-efficacy is due to the teachers’ own emotions. Therefore, the factor of increasing the level of self-efficacy of teachers is still a critical question (Gua et al., 2011) especially among teachers. Thus, the relationship between teachers' emotional competence and self-efficacy of preschool teachers in Selangor is an important result because this study has proven that teachers' emotional competence has a direct impact on preschool teachers' self-efficacy in Selangor.
Typically, teachers with high self-efficacy are said to be more committed and more enthusiastic in performing teaching tasks (Darling-Hammond, 2007; Ng, Nicholas & Alan, 2010), they are positive when faced with problems (Milner & Hoy, 2003), their job satisfaction higher
(Skaalvik & Skaalvik, 2014) and higher competitiveness (Milner & Hoy, 2003). The findings of the study indicate that there is a positively significant relationship between self -efficacy and commitment. These findings reflect that the higher the self-efficacy of preschool teachers in the state of Selangor, the higher their commitment in performing their duties. The findings of the study are in line with many studies that have demonstrated that teacher self -efficacy has a positive and significant relationship with student performance and teacher teaching (Henson, 2001). The study of Tschannen-Moran (1998), proved also the relationship of self-efficacy with student performance as well as the improvement of teaching and learning tasks of students in the classroom is significant because teachers are committed in their role. Such achievement improvements include teacher behaviour in the classroom, effort, trying new methods, commitment and interest in teaching and learning (Bandura, 1997; Henson, 2001; Richardson, 2011; Azizuddin et al., 2015).
In conclusion, emotional competence and self-efficacy are positive predictors that can anticipate commitment. This means that the higher the level of emotional competence of the teacher, the higher the commitment; the higher the emotional competence, the higher the self- efficacy; the higher the self-efficacy, the greater the teacher commitment because there is a significant relationship. Therefore, the commitment of Selangor preschool teachers can be expected with their level of emotional competence and self-efficacy.
References
Agbaria, Q. (2021). Classroom Management Skills among Kindergarten Teachers as related to Emotional Intelligence and Self-Efficacy. International Journal of Instruction, 14(1), 1019-1034. https://doi.org/10.29333/iji.2021.14160a
Anderson, L. (2004). Increasing teacher effectiveness (2nd ed.)UNESCO International Institute for Educational Planning. http://unesdoc.unesco.org/images/0013/001376/137629e.pdf Azizuddin, K., Fleva, E., & Qazi, T. (2015). Role of Self-Esteem and General Self-Efficacy in
Teachers‟ Efficacy in Primary Schools. Psychology, 6, 117-125.
Bandura, A. (1986). Social Foundations of thought and action: A Social Cognitive Theory.
Prentice Hall, Englewood Cliffs.
Bandura, A. (1997). Self-Efficacy, The Exercise of Control. New York: W.H Freeman Company.
Blaikie, N. (2004). Analysing quantitative data. London: Sage Publication Ltd.
Chen, J. (2019). Research review on teacher emotion in Asia between 1988 and 2017: Research topics, research types, and research methods. Frontiers in Psychology, 10, 1e16.
Cheng L., & Gan Y. (2020). Psychological capital and occupational commitment of Chinese urban preschool teachers mediated by work-related quality of life. Social Behavior and Personality: An international journal, 48(5), e8905
Chua, Y. P. (2016). Mastering Research methods (2nd ed.). Shah Alam: McGraw-Hill Education.
Cohen, J. (1989). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ:
Lawrence Erlbaum Associates, Publishers.
Darling-Hammond, L. (2007). Excellent Teachers Deserve Excellent Leaders. Education Leadership: A Bridge to School Reform. The Wallace Foundation’s National Conference. New York City October, 22–24, 17-24.
Farah Laili, M.@I., Anita, I,, Mohamad Aizuddin, A.A., Sumaiyah, A.A., Nur Qamarina, S., Siti Rosilawati, R. (2018). Service Quality of Public Preschool Education in Malaysia:
Persepsi Ibu Bapa. Sains Insani, 3(3), 28-37.
https://doi.org/10.33102/sainsinsani.vol3no3.69
Gibbs, C. (2002). Effective teaching: exercising self-efficacy and thought control of action.
Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, Englang, 12 -14 September 2001.
Goleman, D. (1998). What makes a leader? Harvard Business Review, pp. 93-102.
Goleman, D. (2001). An EI-based theory of performance. In C. Cherniss & D. Goleman (Eds.) The emotionally Intelligent Workplace. San Francisco: Jossey- Bass.
Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to teachers’ self-efficacy. Teaching and Teacher Education, 27, 961-968.
Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. (2010). Relations among preschool teachers’ self-efficacy, classroom quality and children’s language and literacy gains.
Teaching and Teacher Education, 26, 1094-1103.
Henson, R. K. (2001). Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas. Paper Presented at the Anual Meting of the Educational Research Exchange, January 26, XXXIII(2), 81–87. https://doi.org/10.1007/s13398-014-0173-7.2
Infurna, Charles J., Riter, Donna, Schultz, Susan ( 2018) Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District. International Electronic Journal of Elementary Education. September 2018, Volume 11, Issue 1, 1-7.
Lay, Y.F., Khoo, C.H. & Ley, C.M. (2016). Pengenalan kepada analisis data dengan IBM SPSS Statistik 19 dalam penyelidikan sains sosial. Sabah: Penerbitan Universiti Malaysia Sabah.
Milner, R. H. & Hoy, A. W. (2003). A Case Study of An African American Teacher‟s Self Efficacy, Stereotype Threat and Persistence. Teaching and Teacher Education, 19: 263- 276.
Mohd Khairuddin Abdullah. (2017). Kecerdasan Emosi dan Komitmen Guru Terhadap Organisasi. Jurnal Psikologi dan Kesihatan Sosial (JPsiKS). Unit Penyelidikan Psikologi dan Kesihatan Sosial, Vol. 1, 44–54. Universiti Malaysia Sabah (UMS) Ng, W., Nicholas, H. & Alan, W. (2010). School Experience Influence on Pre-Service
Teachers: Evolving About Effective Teaching. Teaching and Teacher Education, 101(1):
50-61.
Ramana, T. V. (2013). Emotional intelligence and teacher effectiveness-analysis. Voice of Research, 2(2), 18-22.
Richardson, G. E. (2011). Teacher efficacy and its effects on the academic achievement of African American Studies. (Doctoral Dissertation), Greenleaf University.
Shafinaz, A. M . (2017). Hubungan antara kecerdasan emosi dan kepimpinan instruksional pengetua dengan efikasi kendiri guru sekolah menengah kebangsaan di negeri Sembilan.
(Doctoral Dissertation), Universiti Malaya.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy:
Relations with teacher engagement, job satisfaction, and emotional exhaustion.
Psychological Reports: Employment Psychology and Marketing, 114(1), 68-77.
Sutton, R.E., & Wheatley, K.F. (2003). Teachers`emotion and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15 (4), 327 – 358.
Thien, L. M., Nordin, A. R. &T. Ramayah. (2014). Validating Teacher Commitment Scale Using a Malaysian Sample. SAGE Open-April-June 2014: 1–9 DOI:
10.1177/2158244014536744. sgo.sagepub.com
Tschannen-Moran, M and Hoy, A. W (2001). Teacher Efficacy: Capturing an elusive construct.
Teaching and Teacher Education, 17: 783-805.
http://www.coe.ohio.state.edu/ahoy/AERAEfficacymeasure%20.pdf.
Tschannen-Moran, M., Hoy, A. W., and Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68: 202-248.
Tsui, K. T., & Cheng, Y. C. (1999). School organisational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5, 249-268.
Valente S and Lourenço A.A. (2020) Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management. Front. Educ. 5:5.doi:
10.3389/feduc.2020.00005
Yahya Don, Yaakob Daud, Mohd Izham Ghazali & Zuraidah Juliana Mohamad Yusoff. (2015).
Kompetensi Emosi dan Kualiti Guru - Pendidikan Prasekolah Di Malaysia. Sintok:
Penerbitan Universiti Utara Malaysia.
Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19(1), 1e22.
Yin, Hongbian. (2015).The effect of teachers’ emotional labor on teaching satisfaction:
moderation of emotional intelligence. Teachers & Teaching, 21 (7), 789-810.
Zhang, Limin; YU, Shulin; Jiang, Lianjiang (2020) Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education. V.92, 2020 DOI 10.1016/j.tate.2020.103024
