Relationship among Self-efficacy, Emotional Intelligence, and Teachers’ Immunity: The Case of Iranian Language centers and Public Schools
محورهای موضوعی : نشریه زبان و ترجمهMehrnoosh Haji Jalili 1 , Mehrdad Sepehri 2 , Sajad Shafiee 3
1 - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2 - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
3 - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
کلید واژه: emotional intelligence, Self-efficacy, language centers, public schools, teachers’ immunity,
چکیده مقاله :
During the last decade, the issue of teachers’ immunity and its relation with other affective factors has engrossed the consideration of some researchers. The present research was carried out to determine the relationship among emotional intelligence, self-efficacy, and teachers’ immunity in Iranian language centers and public schools. To achieve this objective, one hundred EFL instructors teaching in public schools (N=50) and language centers (N=50), in Isfahan, were selected through the convenience sampling method to act as participants of the study. They were given three questionnaires on Self-Efficacy, Emotional Intelligence, and Teachers’ Immunity, and the resulting scores were analyzed statistically. The obtained results revealed that in language centers, self-efficacy and emotional intelligence could not predict the teachers’ immunity. However, there was a substantial association between the teachers’ scores obtained from three questionnaires. These findings might have suggestions for the decision-makers in the Ministry of Education to provide the facilities needed to improve teachers’ immunity.
در دهه گذشته موضوع مصونیت معلمان و ارتباط آن با سایر عوامل تأثیرگذارمورد توجه برخی از مربیان و پژوهشگران قرار گرفته است. پژوهش حاضر با هدف تعیین رابطه بین هوش هیجانی و خودکارآمدی با ایمنی معلمان مراکز آموزش زبان ایران و مدارس دولتی انجام شد. برای دستیابی به این هدف، 100 نفر از معلمان زبان انگلیسی که در مدارس دولتی (50 نفر) و موسسات آموزش زبان (50 نفر) دراصفهان تدریس می‌کنند، به روش نمونه‌گیری در دسترس برای شرکت در پژوهش حاضر انتخاب شدند. سه پرسشنامه خودکارآمدی، هوش هیجانی و ایمنی معلمان به آنها داده شد و نمرات به دست آمده مورد تجزیه و تحلیل آماری قرار گرفت. نتایج ب‌دست آمده نشان داد که در موسسات زبان، خودکارآمدی و هوش هیجانی نمی‌تواند مصونیت معلمان را پیش‌بینی کند. اما بین نمرات معلمان از سه پرسشنامه رابطه معناداری وجود داشت. این یافته‌ها می‌تواند پیامدهایی برای تصمیم گیرندگان در وزارت آموزش و پرورش جهت فراهم کردن تسهیلات مورد نیاز برای بهبود مصونیت معلمان داشته باشد.
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