Differentiation Profiles of Emotional Intelligence, Metacognition and Motivation According to the Self-Efficacy Levels among Teachers of Gifted Students

Abstract

The study aimed to identify the differentiation profiles of emotional intelligence, metacognition, and motivation according to the levels of self-efficacy among teachers of gifted students in the State of Kuwait. As well as identifying differences in teachers’ self-efficacy according to the variables of gender, specialization, and stage of study. As well as identifying differences in teachers’ self-efficacy according to the variables of gender, specialization, and stage of study. It also aimed to identify the ability of emotional intelligence, metacognition, and motivation to predict their self-efficacy. To achieve the study objectives, the predictive correlational approach was used by applying measures of self-efficacy, emotional intelligence, metacognition, and motivation after verifying their psychometric properties. The sample consist of (112) male and female teachers of gifted students in the State of Kuwait (66 males, 46 females), and (48 scientific subjects, 64 literary subjects), and (67 middle school, 45 high school) were chosen during the first semester of the academic year (2021/2022). The results showed differentiation of profiles of emotional intelligence, metacognition, and motivation according to the level of self-efficacy of teachers of gifted students. Teachers by academic specialization, there was a clear distinction in terms of teachers' classification in favor of literary subjects in all communities. Regarding the school stage, it was found that there is a differentiation in the school stage in favor of the intermediate stage in all communities. The results of 3-way ANOVA of the level of self-efficacy showed a statistically significant effect of the gender variable in favor of females. The results of 3-way ANOVA of emotional intelligence have a statistically significant effect of the gender variable in favor of females, and there are no differences for the variables of academic specialization and school stage. The results also showed the possibility of predicting the level of self-efficacy among teachers of gifted students through metacognition, motivation, and emotional intelligence, respectively.