The Relationship Between Efl Teachers Emotional Intelligence And Their

The Relationship Between Efl Teachers Emotional Intelligence And Their This paper reports the results of a study examining whether efl teachers’ emotional intelligence (ei) predicts their degree of involvement in reflective practices (rps). In summary, the present study seeks to investigate the relationship between efl teachers’ ei and their self efficacy beliefs. it also seeks to determine how much teachers’ ei contributes to the prediction of their sense of efficacy.

Pdf The Relationship Between Trait Emotional Intelligence And Abstract the rationale of the present study was to examine the relationships among high school efl teachers sense of self efficacy, emotional intelligence, and pedagogical success of ginbot20, amber and gojjam ber high school efl teachers (n=25). Effective teaching as the desired goal of efl teachers is influenced by many different teacher related variables such as types of intelligences. the purpose of this study was to investigate the relationship between efl teachers’ emotional, social, cultural and spiritual intelligence in efl contexts. The analyses revealed that global trait ei, well being and sociability were significantly positively correlated with most dependent variables while emotionality and self control were significantly correlated with a number of dependent variables. To this end, 230 iranian efl teachers filled out the trait emotional intelligence questionnaire developed by petrides (2009) and the english language teaching reflection inventory designed by akbari, behzadpoor, and dadvand (2010).

Relationship Between Emotional Intelligence And Teachers Practical The analyses revealed that global trait ei, well being and sociability were significantly positively correlated with most dependent variables while emotionality and self control were significantly correlated with a number of dependent variables. To this end, 230 iranian efl teachers filled out the trait emotional intelligence questionnaire developed by petrides (2009) and the english language teaching reflection inventory designed by akbari, behzadpoor, and dadvand (2010). However, the complex relationships among these three variables in the efl teaching field have received scant attention. to address this gap, this study was conducted to test hypotheses regarding the relationships between ei, er and resilience and the mediating role of er. The present study tried to find out the relationship between iranian efl teachers’ emotional intelligence and their teaching styles. moreover, it tried to explore the components of emotional intelligence that could act as predictors for iranian efl teachers’ teaching styles. This study was an attempt to investigate the relationship between efl teachers’ emotional intelligence (ei) and their effectiveness in managing young learners’ classrooms. Herein, the current study investigates the relationship between teachers‟ trait ei and their self efficacy and the influence of their age, gender, and years of teaching experience on these two.