Exploring Emotional Intelligence Development of Iranian Male EFL Instructors through their Motivation and Resilience

Subject Areas : Journal of Language, Culture, and Translation

Seyyed Hossein Kashef ¹ , Farhad Khabazian ²

1 - English Language Department, Urmia Branch, Islamic Azad University, Urmia, Iran
2 -

Received: 2024-04-28 Accepted : 2024-08-30 Published : 2024-08-30

Keywords: Emotional Intelligence, Motivation, Male EFL Teachers, Resilience,

Abstract :

Emotional Intelligence plays a crucial role in practical language teaching in EFL settings. This study attempted to investigate the factors that positively influence Iranian male EFL instructors’ Resilience and Motivation as predictors of their Emotional Intelligence in educational settings. For these objectives, a qualitative interview design was employed to answer the research questions. Furthermore, a convenience sampling method was implemented to select 30 male EFL teachers from several language institutes in Urmia and Tabriz cities. Data were gathered through semi-structured interviews with the participants for the current investigation. Moreover, Thematic Data Analysis was applied to extract major themes from the participants’ responses and related opinions. According to the analysis of the male EFL teachers’ expressions, intrinsic motivation, personal goals, supportive work environment, and job security were factors related to motivation that can positively predict teachers’ Emotional Intelligence. Additionally, coping strategies, hardiness, self-efficacy, and emotional self-regulation skills emerged as elements contributing to the participants’ Resilience, which also predict their Emotional Intelligence in EFL contexts. The study’s findings provide valuable insights for male EFL teachers, TEFL trainers, and policy makers by highlighting the role of teachers’ Motivation and Resilience in enhancing their Emotional Intelligence.

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