From Frustration to Focus: The Link between Iranian EFL Teachers’ Emotional Intelligence and their Classroom Management
Samaneh Imandar
1
(
English Department, Islamic Azad University, Bu.C., Bushehr, Iran
)
Keywords: Emotional intelligence, proactive classroom management, reactive classroom management, years of teaching experience ,
Abstract :
This study delved into the interplay between Iranian EFL teachers' emotional intelligence and their classroom management styles. The study employed the Emotional Quotient Inventory (EQ-i) and the Competency and Behavior Management Survey (CBMS) to assess emotional intelligence and management styles of 110 EFL instructors from The Iran Language Institute. The findings revealed a statistically significant positive association between teachers' emotional intelligence and their preference for proactive classroom management strategies. Conversely, a significant negative correlation emerged between teachers' emotional intelligence and their inclination towards reactive management styles. Furthermore, the study identified a positive association between teachers' experience and both their emotional intelligence and their preference for proactive management. Additionally, teachers with master's degrees exhibited higher emotional intelligence levels, a stronger affinity for proactive strategies, and a weaker tendency for reactive approaches. These results hold significant implications for educators and teacher training programs. The study suggests a link between teachers' emotional intelligence and their successful implementation of classroom management strategies. This underscores the potential value of incorporating emotional intelligence development into teacher training programs, potentially enhancing future educators' ability to effectively manage their classrooms.
References:
References
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Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
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Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 93-103.
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su1403149
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Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385-403. https://doi.org/10.1007/s10212-015-0250-0
Halimi, F., AlShammari, I., & Navarro, C. (2020). Emotional intelligence and academic achievement in higher education. Journal of Applied Research in Higher Education, 13(2), 485–503. https://doi.org/10.1108/JARHE-11-2019-0286
Hepburn, L., & Beamish, W. (2019). Towards implementation of evidence-based practices for classroom management in Australia: A review of research abstract. Australian Journal of Teacher Education, 44(2), 82-98. https://doi.org/10.14221/ajte.2018v44n2.6
Hofman, J. (2022). Classroom management and teacher emotions in secondary mathematics teaching: A qualitative video-based single case study. Education Inquiry, 14(3), 389-405. https://doi.org/10.1080/20004508.2022.2028441
Hyde, J., Grieve, R., Norris, K., & Kemp, N. (2020). The dark side of emotional intelligence: the role of gender and the Dark Triad in emotional manipulation at work. Australian Journal of Psychology, 72(4), 307–317. Http//: https://doi.org/10.1111/ajpy.12294
Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120-134. https://doi.org/10.1016/j.tate.2005.07.002
Jeloudar, S. Y., Yunus, A. S., Roslan, S., & Nor, S. M. (2011). Teachers’ emotional intelligence and its relation with classroom discipline strategies based on teachers and students’ perceptions. Journal of Psychology, 2(2), 95-102. https://doi.org/10.1080/09764224.2011.11885468
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Karimi, L., Leggat, S. G., Bartram, T., Afshari, L., Sarkeshik, S., & Verulava, T. (2021). Emotional intelligence: Predictor of employees’ wellbeing, quality of patient care, and psychological empowerment. BMC Psychology, 9(1), 93. https://doi.org/10.1186/s40359-021-00593-8
Keller, M. M., Chang, M., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.01442
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