Didactic (teaching) performanceDate of publication: 08/07/2007 This section is still being developed but will eventually contain complete summaries of studies that have studied didactic (teaching) performance based on the Bar-On conceptual and psychometric model of emotional-social intelligence. In the meantime, I have summarized the only study that I am aware of. Should you wish to share findings from a study that you have conducted or have detailed information on studies that others have conducted focusing on this topic, please use the template provided above for summarizing this study and email it to us (info@reuvenbaron.org). You are invited to provide results that confirm or refute these findings and help us understand this area better. Rebecca Haskett, who completed a doctorate at Indiana University (US), studied the relationship between emotional-social intelligence and teaching performance among university teachers. She assessed the EI of 286 individuals by having them complete the EQ-i:S (the short version of the EQ-i); and their teaching performance was rated by the “Seven Principles for Good Practice in Undergraduate Education” (Chickering & Gamson, 1987). She applied multiple regression analysis to the results, which revealed an overall adjusted correlation of .52 accounting for 27% of the total variance. Those EI meta-factors that proved to have the most powerful effect on teaching performance were interpersonal (beta=.368, p=.001) and intrapersonal (beta=.228, p=.050) capacity. Part of her doctoral research has been submitted for publication.
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