EMOCIONALNA KOMPETENTNOST U NASTAVNIČKOJ PROFESIJI
EMOTIONAL COMPETENCE IN TEACHING PROFESSION

Summary/Abstract: The problem of this research involves the emotional competence of teachers, and the aim of the research is to examine the importance and magnitude of the influence of gender, type of teaching, age and length of teachers' work experience on the level of their emotional competence. The research was conducted by the UEK-45 Questionnaire on a sample of 225 primary and secondary school teachers from the Una-Sana Canton, and according to the draft it is a comparative research of a retrospective and prospective type. The results of the research showed that there are differences in arithmetic means of the total score and results on the subscales of the UEK-45 Questionnaire with respect to the criteria variables of gender, types of teaching, age and length of service of teachers, and by testing the significance of these differences by t-test and Analysis of variance (ANOVA ) the significance of the differences was confirmed: with regard to the type of teaching on the Emotion Observation and Understanding (EEU) subscale, with respect to age on the Regulation and Management of Emotions (ERO) subscale among subjects aged 25-34 and those with 45 and years, and on the Emotions and Naming Emotions (IIE) subscale, considering the difference in age and length of service between teachers with this difference in the 25-34 age range and those with this difference of 45 years or more.

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