Zahra Jahani; Afrooz Aminzadeh
Abstract
Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused ...
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Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused by sensory stimulation is referred to as emo-sensory intelligence. It is held that it can be a significant factor in teacher success, which might be affected by gender and age. To this end, this study surveyed 315 Iranian instructors using the emo-sensory intelligence scale. The results of statistical analyses showed that female teachers showed greater emo-sensory intelligence levels than male teachers. Furthermore, teachers between the ages of 30 and 40 had stronger emo-sensory intelligence compared to other age groups. The findings highlighted the importance of developing emo-sensory intelligence in teachers, particularly through specific strategies for male and younger teachers. In the end, the implications were presented, and some suggestions were made.
Reza Pishghadam
Abstract
The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics ...
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The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics of waitance along with its connection with teaching burnout is the major concern of this study. Along with providing a valuable framework for educators and policymakers, as well as fostering a resilient teaching environment, this research highlights the practical importance of addressing waitance. It also identifies possible directions in further studying the role organizational support plays in mitigating waitance and burnout. The result is likely to increase the resilience and job satisfaction of educators.
