Development and validation of the Scale of Emotional Functioning: Education (SEF:ED)

Abstract

AbstractData collected from 97 educators provide preliminary support for the psychometric integrity of an experimental self‐report instrument designed to operationalize emotional intelligence (EI) specifically for educators, the Scale of Emotional Functioning: Educators, or SEF:ED. Data analyses relied in part on results from an exploratory factor analysis, which provided evidence for a three‐factor solution, and additional correlational analyses (e.g., item‐scale correlations). Reliability estimates (i.e., split‐half reliability correlations) for the SEF:ED Emotional Awareness, Emotional Management, and Interpersonal Relations subscales are .86, .80, and .71, respectively. Correlation coefficients (i.e., Pearson r) between the SEF:ED composites and the Profile of Emotional Competence composites (PEC) range from .35 to .72, providing evidence for concurrent validity of the SEF:ED. Finally, correlation coefficients between SEF:ED and the Maslach Burnout Inventory for Educators (MBI‐ES) range from −.21 to .59 and provide limited evidence of its ability to predict an important work site characteristic, that is, burnout. Once the SEF:ED was completed, descriptive statistics were obtained for EI and burnout and show relatively similar means/standard deviations across various demographics (e.g., gender, educator degree, years in service, and classroom setting—general vs. special education). Limitations of the study and implications for application of the SEF:ED are discussed.