The Relationship between Iranian EFL Teachers' Emotional Intelligence and Their Self-Efficacy in Language Institutes.

This paper aims to investigate the relationship between teacher's personality types, emotional intelligence and burnout and to predict the burnout levels of 147 teachers in the city of Mashhad (Iran). To this end, we have used three inventories: Maslach Burnout Inventory (MBI), NEO Five Factor Inventory (NEO-FFI), and Emotional Quotient Inventory (EQ-I). We used Homogeneity Analysis and Multiple Linear Regression to analyze the data. The results exhibited a significant relationship between personality types and emotional intelligence and the three dimensions of burnout. It was indicated that the best predictors for emotional exhaustion were neuroticism and extroversion, for depersonalization were intrapersonal scale of emotional intelligence and agreeableness, and for personal accomplishment were interpersonal scale and conscientiousness. Finally, the results were discussed in the context of teacher burnout.

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Personality and emotional intelligence in teacher burnout.

The widespread involvement of librarians in information literacy education has raised concerns about their development as teachers, but there is little research on their acquisition and application of pedagogical knowledge. A questionnaire was used to collect mainly quantitative data about the teaching roles, pedagogical knowledge and professional development of subject librarians in 82 UK higher education institutions. Two expert interviews and a literature review informed the design and contextualized the findings. The survey showed postholders were engaged in a variety of teaching-related activities, regarded as central to their work. Contrary to assumptions, most felt confident about teaching and thought their knowledge sufficient, giving examples of pedagogical theory gained via courses informing their teaching practice. Although on-the-job development was common, the majority had undertaken a short course and/or extended programme. Respondents favoured incorporating a teaching module into initial pr...

http://d-scholarship.pitt.edu/25162/1/Bewick_%26_Corrall_(2010)_e%2Dprint.pdf

Developing librarians as teachers: A study of their pedagogical knowledge:

The following study, in the first place, attempted to examine the relationship between EFL teachers' self-efficacy and their pedagogical success in Language Institutes. In the second place, the role of teachers' years of teaching experience in their selfefficacy was investigated. Finally, the relationship between teachers' age and their self-efficacy was studied. For this purpose, 89 EFL teachers were selected according to available sampling from the different Language Institutes in Mashhad, a city in the Northeast of Iran. Near the end of the term, the teachers were asked to complete the “Teachers' Sense of Efficacy Scale”. Simultaneously, a questionnaire which is called the “Characteristics of Successful EFL Teachers Questionnaire” was filled in by the teachers’ students (N=779). Through this questionnaire, the teachers' performance Asian EFL Journal Volume 13 Issue 2 250 was evaluated by their students. The subsequent data analysis and statistical calculations via correlation revealed that there is a significant relationship between teachers' success and their self-efficacy. Furthermore, significant correlations were found between teachers' self-efficacy, their teaching experience, and age. The conclusions and implications of the research are further discussed with reference to earlier findings.

/pdf/the-relationship-between-iranian-efl-teachers-sense-of-self-1tgl15fgyx.pdf

The relationship between iranian efl teachers sense of self-efficacy andtheir pedagogical success in language institutes

Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results suggest that interventions aimed at increasing EI may have positive implications for many aspects of student engagement, and hence performance at third level.

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Engaging Students Emotionally: The Role of Emotional Intelligence in Predicting Cognitive and Affective Engagement in Higher Education.

Introduction 1. Using Emotional Intelligence in Your Teaching 2. How you Relate to your Learners 3. Planning the Emotional Environment 4. Planning for the Physical Experience of Learners 5. Dealing with Your Learners' Expectations 6. Acknowledging Individual Learners 7. Listening to Your Learners 8. Reading and Responding to the Feelings of Individuals and Groups 9. Responding to Learners' Comments and Questions 10. Developing Self-awareness as a Teacher 11. Recognizing Your Prejudices and Preferences 12. Your Nonverbal Communication 13. Acknowledging and Handling Your Feelings 14. Revealing Your Feelings to Learners 15. Continuing your Development as an Emotionally Intelligent Teacher Conclusion and Further Reading

Alan Mortiboys

Papers

Teaching with Emotional Intelligence: A step-by-step guide for Higher and Further Education professionals