The Difference between Predictability of Iranian EFL Teachers’ Emotional Intelligence and Sense of plausibility with their Sense of Classroom Management

Document Type: Research Paper

Authors

1 Department of English, Islamic Azad University, Qazvin Branch, Qazvin, Iran

2 Department of English, Islamic Azad University,Qazvin Branch, Qazvin,Iran

Abstract

As teachers are one of the vital elements in learners’ success in second language (L2) learning process, research on them seems necessary in L2 educational settings. The purpose of this study was to investigate whether there is a statistically significant difference between predictability of Iranian EFL teachers’ emotional quotient (EQ) and sense of plausibility with their sense of classroom management. To this end, a sample of 120 (60 female and 60 male) experienced EFL teachers were selected at different schools and language institutes in Qazvin, Iran. Then three standardized questionnaires were administered to all participants, including the attitudes and beliefs on classroom control (ABCC) Inventory, teachers’ sense of plausibility to language teaching pedagogy, and emotional intelligence (EQ). Next, standard multiple regression analysis was utilized to probe the research question. The results revealed that EFL teachers’ sense of plausibility was a more statistically significant predictor of teachers’ sense of classroom management rather than their EQ. The findings of the present study have implications for L2 teacher education and teacher training programs.

Keywords


Article Title [Persian]

پیش بینی تفاوت حس مدیریت کلاسی معلم های ایرانی با هوش هیجانی وشم معلمی آنها

Authors [Persian]

  • فاطمه سعیدی 1
  • پانته آ پهلوانی 2
1 بخش زبان انگلیسی ,دانشگاه آزاذاسلامی قزوین,حوزه قزوین ,قزوین , ایران
2 بخش زبان انگلیسی ,دانشگاه آزاد اسلامی قروین ,حوزه قزوین , قزوین ,ایران
Abstract [Persian]

چکیده فارسی
یکی از فاکتورهای مهم در فرایند یادگیری زبان دوم معلمان هستند و تحقیق در حوزه معلمان زبان بسیار ضروری به نظر میرسد. بدین منظور تحقیق حاضر به بررسی پیش بینی تفاوت حس مدیریت کلاسی معلم های زبان ایرانی با توجه به هوش هیجانی وشم معلمی آنها پرداخته است.برای یافتن پاسخ سوال تحقیق،ابتدا 120 معلم زبان در مدارس و موسسات آموزش زبان در قزوین انتخاب شدند و همگی به سه پرسشنامه استاندارد هوش هیجانی،شم معلمی و حس مدیریت کلاسی پاسخ دادند.بعد ازتحلیل آماری اطلاعات جمع آوری شده با روش رگرسیون چندگانه استاندارد مشخص گردید که شم معلمی پیش بینی کننده بهتری برای حس مدیریت کلاسی می باشد.نتایج تحقیق حاضر در حوزه تربیت مدرس کاربرد دارد.

Keywords [Persian]

  • هوش هیجانی
  • حس مدیریتکلاسی معلم ها
  • و شم معلمی
Aliakbari, M. & Heidarzadi, M. (2015). The relationship between EFL teachers’ beliefs and actual practices of classroom management. Cogent Education, 2(10)39-255.

Andabai, P., & Basuo, B. K. (2013). Teacher’s personality and classroom management of tertiary institutions in Nigeria: The issues and perspectives. Journal of Educational and Social Research, 3(6), 113-118.

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Consortium for Research on Emotional Intelligence in Organizations – Issues in Emotional Intelligence. Psicothema, 18, 13-25.

Bar-On, R. (2007). The Bar-On model of emotional intelligence: A valid, robust and applicable EI model. Organizations and People14, 27-34.

Benyahoub, S., & Benidir, S. (2013). Classroom management as a dimension for effective teaching case study: First year LMD students at Biskra University. A Dissertation Submitted for the Partial Fulfillment for the Requirement of the Master Degree in Science of Language.

Berliner, D.C. (1988). The development of expertise in pedagogy. Retrieved from https://files.eric.ed.gov/fulltext/ED298122.pdf

Brophy, J. (1996). Teaching problem students. New York: Guilford.

Cohen, J., Cohen, P., West, S.G., & Aiken, L.S. (2003). Applied multiple regression/correlation analysis in the behavioral sciences (Third Edition). Mahwah, NJ: Erlbaum.

Daniel, A. (2014). Teacher's effectiveness and classroom management as a determinant of students' performance: What every teacher must know. Retrieved from

https://www.academia.edu/8609076/teachers_effectiveness_and_classroom_management_as_a_determinant_of_students_performance_what_every_teacher_must_know

Emmer, E. T., Evertson, M. C., Clements, S. B., & Worsham, E. M. (1997). Classroom management for secondary teachers (4thed.). NY: Viacom Company.

Emmer, E. T., & Stough, L.M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Pscologists, 36(2), 103–112.

Evans, E. J. (2012). Managing the foreign language classroom: reflections from the pre-service field and beyond (Doctoral dissertation). The University of Iowa, Iowa City, US.

Farjami, F., Davatgari Asl, H., & Javidan, A. (2014). On the contribution of Iranian EFL teachers' sense of plausibility to language teaching pedagogy. International Journal of Language and Linguistics, 2(3)1-11.

Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 88–115). New York: Cambridge University Press.

Ganizadeh, A., & Moafian, F. (2009). The role of EFL teachers' emotional intelligence in their success.  ELT Journal 63(4), 424-435.

George, R. M. & S. Visvam. (2013). Spiritual intelligence, its correlation with teacher effectiveness and academic achievement-a study. International Journal of Education and Psychological Research, 2(2), 106-110.

Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam.

Hamidi, H., & Khatib, M. (2016). The interplay among emotional intelligence, classroom management, and language proficiency of Iranian EFL teachers. Broad Research in Artificial Intelligence and Neuroscience, 7(2), 49-50.

Kumaravadivelu, B. (1994). The post method condition: Emerging strategies for second/ foreign language teaching. TESOL Quarterly, 28(1), 27-48.

Kumaravadivelu, B. (2012). Language teacher education for a global society. Routledge: Taylor& Francis

Lenka, K.S., & Kant, R. (2012). Emotional intelligence of secondary school teachers in relation to their professional development. Asian Journal of Management Science and Education, 1(1)3-13.

Macias, D.F. (2018). Classroom management in foreign language education: An exploratory review. Retrieved from https://files.eric.ed.gov/fulltext/EJ1165981.pdf

Maley, A. (2016). The teacher's sense of plausibility revisited. Indonesian Journal of English Language Teaching, 11(1), 1-29.

Marashi, H., & Zaferanchi, Z. (2010). The relationship between EFL teachers’ emotional intelligence and their effectiveness in managing young learners’ classrooms. JELS, 1(4), 85-112.

Martin, N. K., & Baldwin, B. (1993). Validation of an inventory of classroom management style: Differences between novice and experienced teachers. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.

Martin, N. K., & Sass, D.A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135.

Meanwell and Kleiner. (2014). The emotional experience of first-time teaching: Reflections from graduate instructors, 1997–2006. Retrieved from http://www.asanet.org/journals/TS/Jan14TSFeature.pdf

Miyagamwala, G. (2015). Emotional intelligence and teacher effectiveness-an analysis. The Business & Management Review, 5(4), 233-239.

Mirzaee, A., & Rahimi, R. (2017). An investigation on relationship between Iranian EFL teachers' creativity and classroom management strategies and learners' improvement. Journal of Advances in English Language Teaching, 5(4), 31-45.

NuriTok, T., Tok, S., &Dolapçioğlu, S. (2013). The relationship between emotional intelligence and classroom management approaches of primary school teachers. International Research Journals, 4(2),2141-2161.

Oktan, D., & Kıvanç Çağanağa, Ç. (2015). The impact of teachers’ gender differences on classroom management. International Online Journal of Education and Teaching (IOJET), 2(4). 239-247.

Prabhu, N. S. (1990). There is no best method-why? TESOL Quarterly, 24(2), 161-176.

Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.

Samaranayake, S. (2015). The best method in EFL/ESL teaching. International Journal of English and Literature, 5(5)73-80.

Scrivener, J. (2012). Classroom management techniques. Cambridge: Cambridge University Press.

Serrat, O. (2009). Understanding and developing emotional intelligence. International publications. International Publications, 49. Retrieved from http://digitalcommons.ilr.cornell.edu/intl

Spielberger, C. (Ed.) (2004). Encyclopedia of Applied Psychology. NY: Academic Press.

Tabachnick, B. G., &Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Pearson Education, Inc.

Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.