Exploring Emotional Intelligence Development of Iranian Male EFL Instructors through their Motivation and Resilience
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)Seyyed Hossein Kashef 1 , Farhad Khabazian 2
1 - English Language Department, Urmia Branch, Islamic Azad University, Urmia, Iran
2 - English Language Department, Ta. C., Islamic Azad University, Tabriz, Iran
کلید واژه: Emotional Intelligence, Motivation, Male EFL Teachers, Resilience,
چکیده مقاله :
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.
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.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Bachtiar, B. (2024). Insights into Classroom Dynamics: Indonesian EFL Teachers' Self-Efficacy in Instructional Strategies. Journal Basicedu, 8(1), 837-848. https://doi.org/10.31004/basicedu.v8i1.7208
Bandura, A. (1997). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. http://dx.doi.org/10.1037/0033-295X.84.2.191
Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational studies, 48(5), 602-624. http://dx.doi.org/10.1080/03055698.2020.1793301
Bobek, B. L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 75(4), 202-205. http://dx.doi.org/10.1080/00098650209604932
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
Calkins, L., Wiens, P., Parker, J., & Tschinkel, R. (2024). Teacher motivation and self-efficacy: How do specific motivations for entering teaching relate to teacher self-efficacy?. Journal of Education, 204(2), 427-438. http://dx.doi.org/10.1177/00220574221142300
Day, C., & Gu, Q. (2013). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge. http://dx.doi.org/10.4324/9780203578490
Gan, Z., Fulton, C., & Li, S. (2024). Pre-service EFL teachers’ motivational beliefs about instructional use of technology: development and validation of a scale. Computer Assisted Language Learning, 37(7), 1698-1725. http://dx.doi.org/10.1080/09588221.2022.2099902
Gooran, M., Soleimani, H., Alavi, M., & Jafarigohar, M. (2023). EFL teachers’ immunity: a case of online language teaching. Journal of Multilingual and Multicultural Development, 44(10), 908-927. http://dx.doi.org/10.1080/01434632.2022.2044341
Hiver, P. (2016) Tracing the signature dynamics of language teacher immunity. Unpublished doctoral thesis, University of Nottingham, England. http://dx.doi.org/10.1111/modl.12433
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.
Huang, Q. (2022). Influence of EFL teachers’ self-assessment on their self-regulation and self-efficacy. Frontiers in Psychology, 13, 891-839. http://dx.doi.org/10.3389/fpsyg.2022.891839
Khabazian, F., & Kashef, S. H. (in press). Emotional Intelligence and Self-Efficacy: Perspectives of Iranian Female EFL Teachers in Building their Teacher Immunity. Acuity: Journal of English Language Pedagogy, Literature and Culture. http://dx.doi.org/10.35974/acuity.v10i2.3736
Khazaeenezhad, B., & Davoudinasab, M. (2022). The Relationship Between Language Teacher Immunity and Personality Type of Iranian EFL Teachers. Research in English Language Pedagogy, 10(3), 490-516. https://doi.org/10.30486/relp.2022.1951540.1358
Li, J., Xue, E., & Li, K. (2023). Exploring the Challenges and Strategies of the Sustainable Development of Female Teachers in China’s World-Class Universities: Stakeholder Perspectives. Sustainability, 15(4), 3488. https://doi.org/10.3390/su15043488
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.
Masten, A. S. (2009). Ordinary magic: Lessons from research on resilience in human development. Education Canada, 49(3), 28-32.
Masten, A., Best, K., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425–444. https://doi.org/10.1017/S0954579400005812
Nousheen, A., Zia, M. A., & Waseem, M. (2024). Exploring pre-service teachers’ self-efficacy, content knowledge, and pedagogical knowledge concerning education for sustainable development. Environmental Education Research, 30(3), 321-333. http://dx.doi.org/10.1080/13504622.2022.2128055
Rezapoor, F., & Mohammadzadeh, A. (2024). Investigating the Relationship between Teacher Resilience, Teacher Immunity and Emotional Intelligence among Iranian EFL Teachers. Research in English Language Pedagogy, 12(1), 77-97. DOI: 10.30486/RELP.2023.1989926.1479
Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97–110. https://psycnet.apa.org/doi/10.1037/mot0000194
Saniani, R., & Azad, M. (2018). The Impact of Motivation Strategies on EFL Teachers' Motivation and Reflective Teaching in Iran. Iranian Journal of Learning & Memory, 1(2), 37-43. https://doi.org/10.22034/iepa.2018.84997
Sariçoban, A., & Kirmizi, Ö. (2021). Language Teacher Immunity: Insights from Turkey. International Online Journal of Education and Teaching, 8(2), 1172-1189.
Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The Self-Efficacy Scale: Construction and validation. Psychological Reports, 5(1), 663-671. http://dx.doi.org/10.2466/pr0.1982.51.2.663
Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36, 79–10. https://doi.org/10.1080/13598660801971658
Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103, 102622. https://doi.org/10.1016/j.system.2021.102622
Woodcock, S., Hitches, E., & Jones, G. (2019). It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research, 97, 107-118. https://doi.org/10.1016/j.ijer.2019.07.007
Wu, G., Feder, A., Cohen, H., Kim, J., Calderon, S., Charney, D., & Mathé, A. (2013). Understanding resilience. Frontiers in Behavioral Neuroscience, 7(10), 1–15. https://doi.org/10.3389/fnbeh.2013.00010
Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714-731. https://doi.org/10.1080/02607476.2021.1942804
Zhi, R., Wang, Y., & Wang, Y. (2023). The role of emotional intelligence and self-efficacy in EFL teachers’ technology adoption. The Asia-Pacific Education Researcher, 1-12. http://dx.doi.org/10.1007/s40299-023-00782-6
