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DEVELOPMENT OF TEACHERS" PROFESSIONAL COMPETENCIES THROUGH SUPERVISION
and excessive attention to threatening stimuli. Ihis form of self-attention is
primarily focused on the past.
s Emotional competence ESCO
Ihe Emotional competence ESCO" guestionnaire" was put together on the
model of emotional intelligence?’ and comprised 16 scales. The factor analysis
of 136 items showed the existence of three latent variables: the variable of
emotion perception, familiarity with emotions and emotion understanding,
the variable of emotion regulation and control, and the variable of emotion
expression and naming.
¢ Coping with stress
The adjusted Folkman-Lazarus multidimensional scale Ways of Coping with
Stress was used.”!
The data were processed with the SPSS program, applying the descriptive
and inferential statistical analysis. Scale and subscale reliability was checked
with Cronbach’s alpha.
In the second part of the study, focus groups were formed with four groups
of teachers. The teachers in the first two groups (9 people) had participated in
the supervision process, while the teachers in the second two groups (10 people)
had not. The purpose of the focus groups was to highlight the most stressful
moments in teachers’ lives and provide insight into their ways of stress reli¬
ef methods. Qualitative methodology was applied for the processing of focus
groups’ results.
FINDINGS
In the first part of the study, multiple hypotheses were formulated. With
the first one, the author set out to determine the extent to which inclusion
of teaching staff in the supervision process increased their differentiated
subjective understanding of the importance of tasks and responsibilities.
Whole-child development and higher-order thinking skills proved to be more
essential to supervision participants than non-participants. On this scale major
differences in gender were observed. The tasks were more important to female
ESCQ stands for Emotional Skills and Competence Questionnaire, V. Taksi¢ — T. Mohorovié
— M. Duran, Emotional skills and competence questionnaire (ESCQ) as a self-report measure
of emotional intelligence. Psiholoska obzorja, 18, St. 3, (2009) 7-21.
Ibid.; Avsec, Psihodiagnostika osebnosti.
Taksi¢ et al., Emotional skills and competence questionnaire.
B. Slivar, Dejavniki, strategija in ucinki spoprijemanja uciteljev s stresom, Doktorsko delo.
Univerza v Ljubljani, Filozofska fakulteta, Oddelek za psihologijo, 2003.
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