出版社：Australian Institutes for Educational Research
摘要：Efforts to increase teacher quality have focused on increasing both the admission and graduation standards required for students entering the profession. This study examined the relationship between common standards, such as college GPA, ACT scores, and Praxis exam scores, with student teacher performance as measured by an assessment rubric based on INTASC standards. Additionally, this study examined a relatively new measure of emotional intelligence ability using the Mayor-Salovey-Caruso Emotional Intelligence Test. Study participants were 74 teaching candidates completing their student teaching at a large, private university. GPA and Praxis scores correlated significantly and positively with final student teaching performance scores. Multiple regression analysis found GPA and Praxis scores to predict 16-percent of the variance in student teaching performance. Traditional quality indicators, including GPA, ACT scores, and Praxis exam scores were significantly and positively correlated with one another, however, no statistical correlation between these variables and emotional intelligence were found. No statistically significant relationship was found between total emotional intelligence and final student teacher performance scores. This study offers limited support for the continued use of GPA and teacher tests as predictors of future student teaching performance. Additionally, this study supports claims that emotional intelligence is a distinct form of intelligence not related to traditional intellectual intelligence. The findings of this investigation do not, however, support emotional intelligence as a predictor of teaching performance among secondary student teachers.
