Prof Dr Eleni Stamouli

Educational background

• 2009: Habilitation in pedagogy at the University of Regensburg; topic of the habilitation project: Emotional competences as determining factors in a professional context.
• 2004/2005: Postdoctoral research project 2/IKY: The empirical assessment of the construct of emotional competences.
• 2003/2004: Postdoctoral research project 1/HWP: A critical examination of the construct of emotional competences. The influence of cultural factors on the conceptualisation of the construct.
• 2003: Awarded a Dr. phil. in school education at the University of Regensburg,
  Thesis title: Job satisfaction among teachers. A comparative study in Germany, Greece and Switzerland.
• 1996: Bachelor’s degree in german language and literature at Aristotle University of Thessaloniki, Greece; teaching degree (1st and 2nd State Examinations).

• 1990: Diploma in education at the University of Ioannina, Greece.

  Professional experience

• Since 2010: Academic Councillor/Head of the Education Department of Educational Sciences in Teacher Education.
• 2007: Lecturer for special assignments at the Chair of school education, University of Regensburg.
• 2006/2007: Secondary school teacher (subjects: German/history) in Greece and Nuremberg.
• 2003–2006: Member of the teaching staff at the Chair of General Pedagogy III, University of Regensburg.
• 2005: Visiting lecturer at the Institute of Pedagogy (Aristotle University of Thessaloniki).
• 2003: Visiting lecturer at the Institute of Psychology (Aristotle University of Thessaloniki).
• 1993–2003: Assistant professor at the Chair of school education, University of Regensburg.

• Professional Development and Teacher Training: Emotional Competence and Professionalism
• Well-being in the teaching profession: job satisfaction and stress in the teaching profession
• Social and cultural dimensions of learning: Intercultural learning
• Innovative teaching and learning formats: Inquiry-based learning and service learning

• Stamouli, E., Bakir, A., Edenhart, P., Froehlich, D. E., Raberger, J., & Gkaravelas, K. (2026). Manifestations of emotional agency in teacher education: A cross-national comparison of service-learning experiences in Germany, Austria, and Greece. Frontiers in Education, 11, Article 1911936. https://doi.org/10.3389/feduc.2026.1911936
• Lassen, C.L., Jaschinsky, F., Stamouli, E., Lindenberg, N. & Wiese, C.H.R. (2024). Anesthesiological Preoperative Interview with a Palliative Care Patient: A Simulation-Based Experiment Using Standardized Patients. Medicina, 60, 1577.
  https://doi.org/10.3390/medicina60101577
• Gerbeth, S., & Stamouli, E. (2023). Validating the Short Version of the Multidimensional Emotional Competence Questionnaire. Psychological Test Adaption and Development, 4(1), 128-140. https://doi.org/10.1027/2698-1866/a000041
• Gerbeth, S., Stamouli, E., & Mulder, R. H. (2022). The relationships between emotional competence and team learning behaviours. Educational Research Review, 36 (6):100439. https://doi.org/10.1016/j.edurev.2022.100439
• Stamouli, E., & Gerbeth, S. (2021). The moderating effect of emotional competence on job satisfaction and organisational commitment of healthcare professionals. BMC Health Services Research, 21, 1257. https://doi.org/10.1186/s12913-021-07234-1
• Gerbeth, S., Stamouli, E., & Mulder, R. H. (2021). Development of the Short Scale of the Multidimensional Emotional Competence Questionnaire in a German Sample. Sage Open, April-June 2021, 1-15. https://doi.org/10.1177/21582440211009220
• Gerbeth, S., Stamouli, E., & Mulder, R. H. (2022). The relationships between emotional competence and team learning behaviours. Educational Research Review, 36 (6):100439. https://doi.org/10.1016/j.edurev.2022.100439
• Stamouli, E., & Gerbeth, S. (2021). The moderating effect of emotional competence on job satisfaction and organisational commitment of healthcare professionals. BMC Health Services Research, 21, 1257. https://doi.org/10.1186/s12913-021-07234-1
• Stamouli, E. (2020). Tutorielle Online-Kurse in der Lehramtsausbildung. In St. Kahmann & St. Ludwigs (Hrsg.). So gelingt E-Learning! Studienergebnisse von Praxisberichten zum Einsatz von E-Learning an deutschsprachigen Hochschulen (92-97). Reader zum Higher Education Summit 2019. Pearson.
• Stamouli, E. (2014). Emotionale Kompetenz als Bestandteil beruflichen Handelns. Studien zur Berufs- und Professionsforschung, Band 20. Hamburg: Verlag Dr. Kovac.
  www.verlagdrkovac.de/978-3-8300-7472-4.htm

Lecture

• Theories of Socialisation Research. New LPO §32(1)/b(aa)/Module code: EWS-AP-MO1.1-Lecture.

  Seminars
  Fundamentals of Socialisation Research.New LPO §32(1)b(aa)/Module code: EWS-AP-MO1.2-Seminar.

• Pedagogical Anthropology. New LPO §32(1)b(aa)/Module code: EWS-AP-MO1.2-Seminar.
• Socialisation and the Teaching Profession. New LPO §32(1)b(aa)/Module code: EWS-AP-MO1.2-Seminar
• Innovative Teaching and Learning Formats in Higher Education and Schools.New LPO §32(1)b(aa)/Module code: EWS-AP-MO1.2 & zP-MO1.1-Seminar

• Teaching Clinic

  teachingclinic.org/de/home-deutsch/

  The Teaching Clinic (TC) is based on the educational concept of service learning. Service Learning focuses on collaboration between teachers, trainee teachers and academics. Trainee teachers specialising in pedagogy at the University of Regensburg are involved in addressing educational issues. In doing so, project participants can draw on the University of Regensburg’s strong links with schools through the dialogUS school network, which is coordinated by the Universität Regensburg Teacher Education Centre (RUL). With the support of the RUL, Elena Stamouli’s team is able to reach out to teachers from primary, middle and secondary schools, as well as grammar schools and special needs centres throughout Lower Bavaria and the Upper Palatinate, inviting them to make use of the Teaching Clinic’s services. This is because, regardless of the type of school, teachers face a wide range of challenges on a daily basis. Often, they have neither the time nor the resources to address these adequately. Dedicated students help to support them in tackling these challenges in their day-to-day school life. As Elena Stamouli explains, there are many such challenges: these include, amongst other things, the use of flexible teaching approaches, feedback tools, managing diversity in the classroom, and organising parent-teacher meetings. Teachers can submit such topics – which are important to them – to the TC in the form of questions and upload them to the dedicated online platform. In courses running throughout the semester, students engage with the submitted questions and combine research-based and case-based learning with practical solutions and courses of action. In this way, trainee teachers support practising teachers by designing teaching and learning resources and methods based on the latest research findings and making these available to schools. The questions addressed in the TC also relate, not least, to the provision of services by teacher training students for others (teachers). “This provides the participating students, firstly, with a realistic learning opportunity and, secondly, a chance to demonstrate public engagement. These services therefore address the needs of both students and schools,” says Elena Stamouli.