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CNAA / Theses / 2011 / June /

Theory and Methodology of Teachers’ Emotional Culture Development

Author: Borozan Maia
Degree:doctor habilitat of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific consultant: Vladimir Guţu
doctor habilitat, professor, Moldova State University
Institution: Chisinau Pedagogical State University "Ion Creanga"
Scientific council: DH 30-13.00.01-27.03.08
Moldova State University


The thesis was presented on the 9 June, 2011
Approved by NCAA on the 8 July, 2011


Adobe PDF document1.27 Mb / in romanian


teachers’ emotional culture (TEC), emotional quotient, emotional values, affective development, emotional competences, level of the emotional culture, pedagogic charisma, emotional culture pedagogy


Thesis structure:introduction, six chapters (containing 22 paragraphs, 74 tables and 37 fi gures), general conclusions and recommendations, 352 bibliographic sources, 267 pages of the basic text, 15 annexes.

Publications related to the thesis topic: 25 scientifi c works (1 monograph, 8 articles in specialized journals, 7 papers at international conferences, 9 methodological and didactic works).

Field of study represents the General Pedagogy and Higher Education Pedagogy - teachers training in the fi eld of emotional culture.

The goal of the research is to establish the theory and methodology of teachers’ emotional culture development. Research objectives: to investigate the evolution of the emotional culture paradigm, redefi ning a set of concepts essential to the research; to establish the theoretical and methodological aspects of the teachers’ emotional culture; to reconceptualize the teachers’ emotional culture; to determine the directions, the principles and the mechanisms of the teacher’s emotional culture development; to elaborate/adapt and validate the TEC research instruments; to diagnose the level of the teachers’ emotional culture; to determine the peculiarities of TEC development and the contextual variables; to evaluate certain normative acts regarding the promotion of the emotional culture values; to modernize the teachers’ formation curriculum; to implement the experimental intersession, to validate and interpret the research results.

Scientific novelty and originality consists in launching a new research direction – Emotional Culture Pedagogy, through the foundation of the emotional culture theory based on the TEC structural-functional model, the indicators, the established TEC criteria and values, the specifi c research methodology, the directions and mechanisms of teachers’ emotional culture development underlying a distinct vision regarding the teachers’ professional training.

The renovation of the concept regarding the teachers’ initial and continuing training in terms of valuing the optimal affective condition in education aiming at developing the emotional and mental health constitutes the scientifi c problem settled in the investigation. Theoretical signifi cance of the research is argued by: grounding the theory and methodology of the teachers’ emotional culture development in the Republic of Moldova, by synthesizing the general trends of teachers’ training, through the actualization of the concepts and the scientifi c contribution in defi ning: the teachers’ emotional culture, emotional competences and redesigning the curriculum for the professional improvement from the point of view of the affective development.

Praxiological value of the research is justifi ed by: the elaboration/validation of TEC developing research tools; the validation of the methodology of the teachers’ emotional culture development; innovation of the initial and continuing teachers’ training practices by facilitating the formation of the emotional competences considered new professional competences, diagnosis of the teachers’ emotional culture level; implementation of the emotional culture development Program (student teachers, master’s degree students, school and university teachers).

Implementation of the scientifi c results: have been approved at conferences, symposia, international and national seminars; have been tested in schools, higher education institutions and non-governmental organizations from the Republic of Moldova, during 2002-2011.