The Relationship Between EFL Teachers’ Emotional Intelligence and Their Effectiveness in Managing Young Learners’ Classrooms

Journal of English Language Studies

مقاله 5، دوره 1، شماره 4، شهریور 2010، صفحه 85-112   

نویسندگان

Hamid Marashi¹؛ Zaynab Zaferanchi²

¹Assistant Professor of Applied Linguistics, Islamic Azad University Central Tehran Branch, Iran

²MA in TEFL, Islamic Azad University Central Tehran Branch, Iran

چکیده

This study was an attempt to investigate the relationship between EFL teachers’ emotional intelligence (EI) and their effectiveness in managing young learners’ classrooms. A total of 25 female teachers of Kish Language School in Tehran expressed their willingness to participate in this study and a briefing session was conducted for them. Two sessions of each teacher’s classes were observed by two raters who used the Murdoch (2000) checklist to score the effectiveness of each teacher’s teaching once their inter-rater reliability had been established. At the end of the two observation sessions, the Bar-On EQ-i was administered to each teacher to test her EI. To find out the relationship between the two variables of this study, that is the teachers’ EI and their effectiveness in managing young learners’ classrooms, a Pearson correlation was carried out. The result showed that EFL teachers’ EI had a significant relationship with their effectiveness in managing young learners’ classrooms. Furthermore, a subsequent linear regression analysis also demonstrated that teachers’ EI was a significant predictor of their effectiveness in managing young learners’ classrooms.

کلیدواژه‌ها

Emotional intelligence؛ effective teaching؛ managing classroom؛ Young learners