ABSTRACT

There is a lack of research on the relationship between emotional intelligence and social competences, and the difficulties experienced by teachers in the process of educating students, especially those with special educational needs, which is why the aim of this research was to discover if the difficulties experienced by teachers in working with students with different types of special educational needs are related to the differences in the respondents’ level of emotional intelligence as well as social competences. The study sample consisted of 225 teachers from Polish schools. Data sources included the Two-dimension Emotional Intelligence Inventory and the Social Competences Questionnaire. Results showed differences in emotional intelligence and social competences only in the case of working with children with moderate and severe intellectual disability and chronic illness and mental illnesses. The findings suggested that the difficulties declared by teachers working with certain types of special educational needs students may be related to their level of emotional intelligence or social competences. These novel findings suggest the need for equipping teachers with highly developed soft skills that can be crucial at work, regardless of professional qualifications and workplace.

摘要

缺乏对情商与社会能力之间关系的研究，以及教师在教育学生，特别是有特殊教育需要的学生过程中遇到的困难，这就是为什么本研究的目的是发现这些困难是否存在。教师与有不同类型特殊教育需要的学生一起工作的经验与受访者的情商水平和社交能力的差异有关。研究样本包括来自波兰学校的 225 名教师。数据来源包括二维情商问卷和社会能力问卷。结果显示，仅在与患有中度和重度智力残疾以及慢性疾病和精神疾病的儿童一起工作的情况下，情商和社交能力的差异。研究结果表明，与某些类型的特殊教育需要学生一起工作的教师所宣称的困难可能与他们的情商或社交能力水平有关。这些新颖的发现表明，无论专业资格和工作场所如何，都需要为教师配备高度发达的软技能，这些软技能在工作中至关重要。