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Urmia University , ma.sarkhosh@urmia.ac.ir
Abstract: (1347 Views)
The study attempted to investigate the association between emotional intelligence and self-efficacy among English teachers. It also attempted to examine the role of experience in predicting this relationship. The present study was pioneering in investigating the role of experience in moderating the association between English teachers’ EI and their self-efficacy beliefs in private English school context. The participants in the present study included 120 English teachers from seven private language schools in Urmia, Iran. Two questionnaires of Teachers’ Emotional Intelligence Scale and Teachers’ Sense of Efficacy Scale were utilized in order to collect data. Bivariate correlations, linear and multiple regressions were run to analyze the data. The findings indicated that there is a positive relationship between emotional intelligence, its subscales, and self-efficacy among English teachers. It was found that emotional intelligence can predict some of the variation in the teachers’ self-efficacy beliefs. It was also found that experience does not moderate this relationship. The study concluded that pre-service and in-service teachers can benefit from training programs that can assist them in blossoming their emotional latencies. The implications of the findings of the present study for teacher educators are that they can benefit from enhancing pre-service and in-service teachers’ EI, which will concomitantly ameliorate their self-efficacy. Future research studies are recommended to concentrate on flourishing teachers’ EI by developing pertinent activities and training courses.
Article Type: Research article |
Subject:
Teacher Training
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