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Emotional Intelligence, Learning Motivation and Inclusion Ability among Arab Minority Special Education Teachers in Israel

Date: September 27,2021 |Hits: 5173 Download PDF How to cite this paper

Waleed Dallasheh1, Ihab Zubeidat2,*, Sehrab Masri3

1Education Administration Department, The College of Sakhnin—Academic College for Teacher Education, Sakhnin City, Northern District, Israel.

2Special Education Department, The College of Sakhnin—Academic College for Teacher Education, Sakhnin City, Northern District, Israel.

3Educational Counselling Department, The College of Sakhnin—Academic College for Teacher Education,Sakhnin City, Northern District, Israel.

*Corresponding author: Ihab Zubeidat


This study examined the relationship between special education teachers’ emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers’ inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers’ viewpoint. In addition, the school inclusion variable was a moderator between the teachers’ emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers’ emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predicts the learning motivation among students with specific learning disorders.


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How to cite this paper

Emotional Intelligence, Learning Motivation and Inclusion Ability among Arab Minority Special Education Teachers in Israel

How to cite this paper: Waleed Dallasheh, Ihab Zubeidat, Sehrab Masri. (2021). Emotional Intelligence, Learning Motivation and Inclusion Ability among Arab Minority Special Education Teachers in Israel. The Educational Review, USA5(9), 343-354.

DOI: http://dx.doi.org/10.26855/er.2021.09.004

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