The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

in Journal of Teaching in Physical Education

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K. Andrew R. RichardsUniversity of Illinois at Urbana-Champaign

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Alyssa M. TradUniversity of Illinois at Urbana-Champaign

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Christopher J. KinderUniversity of Illinois at Urbana-Champaign

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Kim C. GraberUniversity of Illinois at Urbana-Champaign

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Amelia Mays WoodsUniversity of Illinois at Urbana-Champaign

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Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

The authors are with the University of Illinois at Urbana-Champaign, Urbana, IL, USA.

Richards (karichar@illinois.edu) is corresponding author.
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