Fateme Saeedi; pantea pahlavani
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 ...
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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.
