Inteligencja emocjonalna i kompetencje społeczne nauczycieli szkół specjalnych
Emotional Intelligence and Social Competences of Special School Teachers

Summary/Abstract: The article deals with the subject of emotional intelligence and social competences of teachers. After a theoretical introduction, methodo-logical assumptions and research results have been presented. The subject of the research was emotional intelligence and social com-petences of the teachers of special schools for children and young people with intellectual disabilities. The aim of the research was to determine the level of individual aspects of emotional intelligence and social competences of the examined teachers, and its assessment. Therefore, the basic research problem is the following question: How is the level of emotional intelligence and social competences of the surveyed teachers shaped? The research has been conducted using two standardized research tools: Popularny Kwestionariusz Inteligencji Emocjonalnej (PKIE) (in English: Popular Emotional Intelligence Ques-tionnaire) and Profil Kompetencji Społecznych (PROPOS) (in English: Social Competences Profile). The study involved 100 teachers work-ing in special schools or educational centres for children and young people with intellectual disabilities (90 % women, 10% men; average age 45 years). The results of the research indicate that the overall 112surveyed is at an average level (6.61 sten; 6.19). As far as the individu-al aspects of emotional intelligence are concerned, the respondents who were examined obtained high scores regarding the scale of control of their own emotional states (7.15 sten). Given that the level of teachers’ emotional and social competences is related to the level of these com-petences in students, it is recommended to promote the development of these competences in teachers as early as at the level of academic.

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