Emotional Feelings of Iranian Novice and Experienced EFL Teachers Toward Colleagues, Educational Staff, Professional Networks and Student's Progress
محورهای موضوعی : نشریه زبان و ترجمه
Masoud Hashemi
1
,
Peyman Rajabi
2
,
Abbas Bayat
3
1 - Department of English language, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - Department of English language, Malayer Branch, Islamic Azad University, Malayer, Iran
3 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
کلید واژه: emotional feelings, Iranian EFL teachers, novice teachers, experienced teachers,
چکیده مقاله :
The purpose of this article was to study the emotional feelings of Iranian novice and experienced EFL teachers. A group of 63 experienced and novice language teachers (33 men and 19 women) were selected by a purposeful sampling from the statistical population (77 people). The Persian version of the TES questionnaire was used to measure the emotional feelings of the participants toward their professional lives. About 80% of the novice teachers reported having the first stage of emotional feeling: fantasy. They described various fantasies about their students, the parents, and the school staff and the pleasant or unpleasant environments they think they will have in their future classrooms. This stage (unrealistic positivism) seemed quite pleasing to them since students and their parents respected them for their hard work, and no one wanted to misbehave. Moreover, 79% of novice teachers reported experiencing the "survival" stage, in which they fought for their professional identity and a sense of worth among students and colleagues, and 92 % reported a sense of failure when their students failed their classes.
The purpose of this article was to study the emotional feelings of Iranian novice and experienced EFL teachers. A group of 63 experienced and novice language teachers (33 men and 19 women) were selected by a purposeful sampling from the statistical population (77 people). The Persian version of the TES questionnaire was used to measure the emotional feelings of the participants toward their professional lives. About 80% of the novice teachers reported having the first stage of emotional feeling: fantasy. They described various fantasies about their students, the parents, and the school staff and the pleasant or unpleasant environments they think they will have in their future classrooms. This stage (unrealistic positivism) seemed quite pleasing to them since students and their parents respected them for their hard work, and no one wanted to misbehave. Moreover, 79% of novice teachers reported experiencing the "survival" stage, in which they fought for their professional identity and a sense of worth among students and colleagues, and 92 % reported a sense of failure when their students failed their classes.
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