Investigating the Relationship between Teacher Resilience, Teacher Immunity and Emotional Intelligence among Iranian EFL Teachers

Research in English Language Pedagogy

دوره 12، شماره 1، اسفند 2024، صفحه 77-97   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.30486/relp.2023.1989926.1479

نویسندگان

Fahimeh Rezapoor؛ Aysheh Mohammadzadeh^*

Department of English Language Teaching, Gonbad Kavoos Branch, Islamic Azad University, Gonbad Kavoos, Iran

چکیده

Teacher resilience and teacher immunity are important qualities which are of high significance in today’s scope of EFL teacher education and teacher psychology. The present study explored whether there are any correlations or associations between teacher resilience, teacher immunity and emotional intelligence among Iranian EFL teachers. So, 90 EFL teachers from different English language institutes in Gorgan, Iran were chosen through convenience sampling procedure. To collect the data, three instruments: Teacher Resilience Questionnaire, Language Teacher Immunity Questionnaire, and Emotional Intelligence Questionnaire were used. The correlation test, Pearson, was run in order to examine the relationship between teacher emotional intelligence and teacher immunity, teacher emotional intelligence and teacher resilience and the relationship between teacher immunity and teacher resilience. The results indicated a significant relationship between Iranian EFL teachers’ emotional intelligence and teacher immunity. In addition, findings revealed a positive relationship between emotional intelligence and teacher resilience too and also a positive and significant relationship between teacher immunity and teacher resilience as well. As pedagogical implications, teachers who suffer from lower resilience and immunity should be informed on various ways of improving them including increasing their practicing on emotional intelligence.

کلیدواژه‌ها

Emotional Intelligence؛ Teacher Immunity؛ Teacher Resilience

مراجع

Abdul Razak, A. (2013). Learning about teachers’ resilience: Perceptions, challenges, and strategies of policy implementation in two secondary schools in Malaysia (Unpublished doctoral dissertation), Massey University. New Zeeland.

Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description and psychometric properties. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy (pp. 106-128). Hauppauge: Nova Science Publishers.

Beltman, S., Mansfield, C. & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207. http://doi: 10.1016/j.edurev.2011.09.001

Boniwell, I. & Ryan, L. (2012). Personal well-being lessons for secondary schools: Positive psychology in action for 11 to 14 year-olds. Oxford: McGraw-Hill.

Borg, S. (2011). Language teacher education. In J. Simpson (Eds), The Routledge Handbook of Applied Linguistics (PP. 215-228). Routledge press. http://doi: 10.4236/ce.2013.49B015

Daniilidou, A., & Platsidou, M. (2022). Development and testing of a scale for assessing the protective factors of teachers’ resilience. Psychology: The Journal of the Hellenic Psychological Society, 27(3), 1–25. https://doi.org/10.12681/psy_hps.27034

 Dobakhti, L., Zohrabi, M., & Masoudi, S. (2022). Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms. Teaching English Language, 16(1), 65-88. https://doi.org/10.22132/TEL.[phone]

Ghaslani, R.& a, Yazdani, H. &Ahmadian. M., Dowlatabadi, H.R. (2023). Investigating EFL Teachers’ Resilience: Using Grounded Theory Approach. Iranian Journal of Language Teaching Research 11(1), 1-24. doi: 10.30466/ijltr.2023.121270

Goleman, D. (1998). Working with emotional intelligence. Bantam.

Haberman, M. (2004). Teacher burnout in black and white.The Haberman Educational Foundation.

Haji Jalili1, M. & Sepehri, M. & Shafiee, S. (2023). Relationship among Self-efficacy, Emotional Intelligence, and Teachers’ Immunity: The Case of Iranian Language Centers and Public Schools. Journal of Language and Translation, 13, (1), 115-130.

Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690. http://doi.org/10.1111/modl.12433

Hiver, P., & Dornyei, Z. (2015). Language teacher immunity, A double-edged sword. Applied Linguistics, 38(2), 405-423. http://doi:10.1093/applin/amv034

Johnstone, A., Jones, A., King, J., & Kokores, S. (2017). Teacher well-being and resilience: Podcasts as a tool for global reach. Master of applied positive psychology (MAPP). University of Pensilvania.

Kubanyiova, M. (2012). Teacher Development in Action: Understanding Language Teachers’ Conceptual Change. Palgrave.http:// doi:10.1057/9780230348424

Larsen-Freeman, D. (2012). Complex, dynamic system: A new transdisciplinary theme for applied linguistics? Language Teaching 45(2), 202-14

Maghsoudi, M. (2021). Productive or Maladaptive Immunity? Which one is more dominant among Iranian EFL Prospective Teachers? Applied Research on English Language. 10(1), 51-80 http://jare.ui.ac.ir doi: 10.22108/are.2020.124031

Mahmoodi M. H, & Ghaslani, R. (2014), Relationship among Iranian EFL Teachers’ Emotional Intelligence, Reflectivity and Burnout. Iranian journal of applied linguistics, 6(1), 89-116. doi:10.22111/ijals.2014.1993

Maslach, C. (1982). Burnout: The Cost of Caring. Prentice-Hall.

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: implications for educators (pp. 3-31). Basic Books.

Moafian, F. & Ghanizadeh. A. (2009).The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37(4), 708-718 https://doi.org/10.1016/j.system.2009.09.014

Pattersons, J., Collins, L., & Abbott, G. (2004). A study of teacher resilience in urban schools. Journal of instructional psychology, 31(1), 3-12. http:// doi:10.1177/0042085911400341

Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3), 91–107. https://doi.org/10.30466/ijltr.2019.120738

Rahimpour, H., Amirian, M. R., Adel, M. R. & Zareian, G. R. (2020). A model of the factors predicting English language teacher immunity: A path analysis. Indonesian Journal of Applied Linguistics, 10(1), 73-83. http://doi:10.17509/ijal.v10i1.24990

Razmjoo, S. A., & Ayoobiyan, H. (2018). On the relationship between teacher resilience and self- efficacy: The case of Iranian EFL teachers. Journal of English language Teaching and Learning, 11(23), 277-298.

Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers' work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681-701. http:// doi:10.1080/01411920701582264

Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia‐Pacific Journal of Teacher Education, 36(2), 79-104. https://doi.org/10.1080/13598660801971658