چکیده:
This study explored the relationship between emotional
intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in
private language institutes. The participants’ EI and self-efficacy were
rated through questionnaires. They were also administered a
demographic sheet. The findings revealed that EFL teachers’ EI was
significantly and positively correlated with their self-efficacy, and it
could also account for a considerable amount of variance in teachers’
self-efficacy. Another line of the results showed significant
differences in the teachers’ EI and self-efficacy with respect to the
demographics- marital status and years of teaching experience.
Implications are discussed.
خلاصه ماشینی:
"As such, research should investigate the relationship between teacher emotions and self- efficacy (Emmer & Hickman, 1991) to see whether and how they are related with each other.
To this end, this study set out to examine the relationship between emotional intelligence and teacher self-efficacy among foreign language teachers in private language institutes in Iran.
Teacher self-efficacy, refers to the extent to which teachers believe they can make change and impact on student behavior and learning outcomes (Gibson & Dembo, 1984).
Research findings also indicated that teacher efficacy affects teacher’s control orientations and control behaviors; their use of classroom discussions and creative teaching practices; their feedback to learners; stress level and their satisfaction with the teaching profession (Bandura, 1997; Tschannen-Moran et al.
As such, the following two research questions were addressed in the study: 1) Is there any statistically significant relationship between emotional intelligence and self-efficacy among EFL teachers?
Self-efficacy Scale In this study, the short form of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001) was utilized (Appendix B).
The results indicated that teachers’ total score of EI was a positive predictor of the dependent variable (teacher self-efficacy).
11) Discussion The current study explored the relationship between emotional intelligence and self-efficacy and the extent to which these two constructs are moderated by gender, teaching experience, and marital status in a sample of Iranian ELT teachers.
Conclusion and implications In essence, the findings of the present study suggest that ameliorating teachers’ emotional intelligence might positively influence their self-efficacy."