Interrelationships Between Emotional Competence and Self-Efficacy with Commitment Among Preschool Teacher in Selangor
The purpose of this study is to investigate the level of teacher commitment, teacher emotional competence and teacher self-efficacy; and interrelationship between teachers' emotional competence and teacher commitment, emotional competence and self-efficacy, self-efficacy and teacher commitment in the state of Selangar. This study is based on Theory of Emotional Competence developed by Goleman (2001), Model of Self-Efficacy by Tschannen- Moran & Hoy (2001) and Model of Teacher Commitment by Thien, Nordin & T. Ramayah (2014). The methodology to be used is a survey study involving 428 preschool teachers in the state of Selangor who have been selected through cluster and simple random sampling to answer a set of questionnaires that have been adapted from the instrument "Emotional Competencies Inventory" (ECI-V2) - Hay Group by Boyatzis, Golemen and Hay Group, (2001); self-efficacy section adapted from Tschannen-Moran “TSES†instruments, Woolfolk Hoy and Hoy (2001); while the teacher commitment section is adapted from the instrument of teacher commitment scale - developed by Thien, Nordin & T. Ramayah (2014). The data collected were analyzed quantitatively using IBM SPSS V23.0 for descriptive analysis and the relationship of emotional competence, self-efficacy and commitment. The findings of the study showed that the level of emotional competence, self-efficacy and commitment of teachers reached a high level; The pearson correlations analysis showed that the relationship between emotional competence, self-efficacy and commitment is significantly positive.