Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran

Introduction: In recent years, Emotional Intelligence (EI) and self-efficacy have become a matter of great interest in teaching due to its positive effects on teaching-learning process, achievement in life, and improvement potential. This study examined whether teaching emotional intelligence would correlate with teacher's sense of self-efficacy in faculty members at the Lorestan University of Medical Science.Method: In this cross-sectional study, the target population included the faculty members of Lorestan University of Medical Sciences in the academic year ۲۰۱۸-۹, of whom ۹۴ were selected by multi stage random sampling method. Two reliable and valid tools including Teaching Emotional intelligence scale (۲۰۱۳), Teacher self –efficacy Scale (TSES۲۰۰۶) were used. Data were analyzed using SPSS-۱۸ software, independent t-test, ANOVA, correlation coefficient and multivariate linear regression.Results: The mean score of teaching emotional intelligence and self-efficacy among studied faculty members were ۸۲.۱۴ ± ۸.۶۸ and ۷۴.۴۱ ± ۱۰.۹۷, respectively. The results of multivariate linear regression analysis showed that for each unit increase in teaching emotional intelligence of studied faculty member members, their self-efficacy increased by an average of ۰.۷۵, which is significant with respect to P<۰.۰۰۱. Some subscales on each measure were moderately related to each other. Conclusion: Our findings emphasize the importance of examining teachers’ self-efficacy and teaching emotional intelligence, not only as a cause but also as a consequence of educational processes. Implications for teacher training were discussed

کلیدواژه ها:

Teaching Emotional Intelligence ، Teacher Self-Efficacy ، Iran ، Faculty Members