Relationship among Self-efficacy, Emotional Intelligence, and Teachers’ Immunity: The Case of Iranian Language centers and Public Schools
محورهای موضوعی : نشریه زبان و ترجمه
Mehrnoosh Haji Jalili
1
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Mehrdad Sepehri
2
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Sajad Shafiee
3
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
کلید واژه: emotional intelligence, Self-efficacy, language centers, public schools, teachers’ immunity,
چکیده مقاله :
During the last decade, the issue of teachers’ immunity and its relation with other affective factors has engrossed the consideration of some researchers. The present research was carried out to determine the relationship among emotional intelligence, self-efficacy, and teachers’ immunity in Iranian language centers and public schools. To achieve this objective, one hundred EFL instructors teaching in public schools (N=50) and language centers (N=50), in Isfahan, were selected through the convenience sampling method to act as participants of the study. They were given three questionnaires on Self-Efficacy, Emotional Intelligence, and Teachers’ Immunity, and the resulting scores were analyzed statistically. The obtained results revealed that in language centers, self-efficacy and emotional intelligence could not predict the teachers’ immunity. However, there was a substantial association between the teachers’ scores obtained from three questionnaires. These findings might have suggestions for the decision-makers in the Ministry of Education to provide the facilities needed to improve teachers’ immunity.
در دهه گذشته موضوع مصونیت معلمان و ارتباط آن با سایر عوامل تأثیرگذارمورد توجه برخی از مربیان و پژوهشگران قرار گرفته است. پژوهش حاضر با هدف تعیین رابطه بین هوش هیجانی و خودکارآمدی با ایمنی معلمان مراکز آموزش زبان ایران و مدارس دولتی انجام شد. برای دستیابی به این هدف، 100 نفر از معلمان زبان انگلیسی که در مدارس دولتی (50 نفر) و موسسات آموزش زبان (50 نفر) دراصفهان تدریس می‌کنند، به روش نمونه‌گیری در دسترس برای شرکت در پژوهش حاضر انتخاب شدند. سه پرسشنامه خودکارآمدی، هوش هیجانی و ایمنی معلمان به آنها داده شد و نمرات به دست آمده مورد تجزیه و تحلیل آماری قرار گرفت. نتایج ب‌دست آمده نشان داد که در موسسات زبان، خودکارآمدی و هوش هیجانی نمی‌تواند مصونیت معلمان را پیش‌بینی کند. اما بین نمرات معلمان از سه پرسشنامه رابطه معناداری وجود داشت. این یافته‌ها می‌تواند پیامدهایی برای تصمیم گیرندگان در وزارت آموزش و پرورش جهت فراهم کردن تسهیلات مورد نیاز برای بهبود مصونیت معلمان داشته باشد.
Abdolrezapour, P., & Tavakoli, M. (2012). The relationship between emotional intelligence and EFL learners' achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1-13.
Aliegro, J. C. (2006). The effect of self-assessment on the self-efficacy of students studying Spanish as a foreign language. Ph.D. Dissertation, University of Pittsburgh Graduate Faculty of School of Education, Pennsylvania.
Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandira, VA, USA: ASCD.
Ayoobiyan, H., & Soleimani, T. (2015). The relationship between self-efficacy and language proficiency: A case of Iranian medical students. Journal of Applied Linguistics and Language Research, 2(4), 158-167.
Bai, R. (2015). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching: theory and practice, 15(5), 541–561.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman & Company.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Carmeli, A. (2003). The relationship between emotional intelligence and work attitudes, behavior and outcomes. Journal of Managerial Psychology, 18, 788-813.
Chan, D. W. (2007). Emotional intelligence, Self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. Educational Psychology, 4(28), 397-408.
Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Duman, B. (2007). The effects of the self-efficacy beliefs of high school students about English on their English performance due to gender, range and grade. Ph.D. Dissertation, Yıldız Technical University Graduate School of Social Sciences, İstanbul.
Fahim, M. & Pishghadam, R. (2007). On the role of emotional, verbal, and psychometric intelligence in the academic achievement of students majoring in language learning. Asian EFL Journal,9, 240-253.
Fahim, M., & Zaker, A. (2014). EFL learners’ creativity and critical thinking: Are they associated? Humanizing Language Teaching, 16 (3), 27-40.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL Professionals. New York, NY: Routledge
Gardner, H. (1993). Frames of mind. The theory of multiple intelligences. New York: Basic Books.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam.
Hen, M., & Goroshit, M. (2016). Social-emotional competencies among teachers: An examination of interrelationships. Cogent Education, 3, 1-9.
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 214-237). Bristol: Multilingual Matters.
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.
Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423.
Katyal, S., & Awasthi, E. (2005). Gender differences in emotional intelligence among adolescents of Chandigarh. Journal of Human Ecology, 17(2), 153-155.
Mayer, J. D., & Salovey, P. (1990). Emotional Intelligence. Imagination, Cognition, and Personality, 9, 185-211.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds). Emotional development and emotional intelligence: implications for educators, 3-31. New York: Basic Books.
Mikolajczak, M., & Luminet, O. (2007). Trait emotional intelligence and the cognitive appraisal of stressful events: An exploratory study. Personality and Individual Differences, 44, 1445-1453.
Mortana, R. A., Ripolla, P., Carvalhob, C., & Barnala, M. C. (2014). Effects of Emotional Intelligence on Entrepreneurial Intention and Self-Efficacy. Journal of Work and Educational Psychology, 30(24), 97-104.
Panda, M. (2015). Emotional intelligence as a correlate of self-actualization among teachers at secondary teachers training college. International Journal of Multidisciplinary Research and Development, 2(12), 158-168.
Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice. Iranian Journal of Language Teaching Research 7(3), 91-107.
Saydam, D. (2019). English Language Teacher Immunity: The Metu Case (Unpublished Ph.D. thesis). Middle East Technical University, Ankara, Turkey.
Schutte, N.S., Malouff, J.M., & Bhullar, N. (2009). Theory of emotional intelligence. New York, NY: Springer.
Skinner, E. A., & Beers, J. (2016). Mindfulness and teachers' coping in the classroom: A developmental model of teacher stress, coping, and everyday resilience. In K. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education: Emerging theory, research, and programs (pp. 99–118). New York: Springer International Publishing.
Songhori, M., Ghonsooly, B., & Afraz, S. (2018). Language teacher immunity among Iranian EFL teachers: A self-organization perspective. Iranian Journal of English for Academic Purposes, 7(1), 128-144.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17, 783-805.
