This study is one part of a larger research project and focuses on the explorative and descriptive approach of teachers’ emotional characteristics. Nowadays the role of the emotional intelligence in successful everyday life is a widely known fact (Goleman, 2008; Ciarrochi et al., 2001). It is also well known that the teachers’ profession and the stressors based on their jobhave it’s ownpattern. Hungarian teachers are vulnerable by burn out syndrome caused by the frequent changes, hygienic work factors, the prestige of the job role and many other issues. Emotional competencies play important role by preventing burn out, or by efficiency and by managing challenges. The aim of this study is to describe the character of teachers’ emotional intelligence: how high their emotional intelligence is, how their characteristics exactly appear; what are their strengths and where they need interventions to manage weaknesses. This study shows whether there are differences among teachers in their emotional competencies depending on sex, age, educational level, work experience or type of their workplace. Data were collected during 2014 and the sample contains 496 teachers; they came from all over the country and from every kind of institutions. Based on this quasi representative sample we can describe strong tendencies about Hungarian teachers’ emotional attributes. This study is a kind of status report about the situation of spring 2014 which allows us to give the emotional map of the Hungarian teacher’s society. Based on our findings we can highlight some intervention points which can help teachers to be more effective in their daily and working life.
Keywords: emotional intelligence, teachers’ society, emotional attributesDownload...