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The importance of emotion in the process of learning interpersonal communication in educational settings has been well documented. We administered the Schutte Self-Report Emotional Intelligence Test (Schutte et al., 1998), the Interpersonal Reactivity Index (Davis, 1980), and the Emotional Self-Efficacy Scale (Kirk et al., 2008) to 50 undergraduate education students who were enrolled in an elective course on emotional intelligence in education, at commencement and at the end of the course. Results showed an increase in emotional self-efficacy and emotional intelligence, but no increase in empathy. These results support the view that social emotional competence can be enhanced within an academic learning environment, thus providing students of education and perhaps other people-oriented professions with valuable preparation for future careers.
Teachers' social-emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers' social-emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers' self-efficacy belief mediates the relationship between the other two variables. We found a strong positive association between the three social-emotional competencies, and direct and indirect (via teachers' self-efficacy) effects of emotional self-efficacy on empathy. These results suggest that teachers' belief in the ability to regulate their emotions contributes to teachers' empathy in both ways.