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Iranian EFL Teachers' Interdependenc...

Aminoleslami, Maryam.

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Iranian EFL Teachers' Interdependence between Emotional Intelligence and Teacher Pedagogy: A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Iranian EFL Teachers' Interdependence between Emotional Intelligence and Teacher Pedagogy: A Qualitative Case Study./
作者:	Aminoleslami, Maryam.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	171 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28417924
ISBN:	9798728232179

Iranian EFL Teachers' Interdependence between Emotional Intelligence and Teacher Pedagogy: A Qualitative Case Study.
Aminoleslami, Maryam.

Iranian EFL Teachers' Interdependence between Emotional Intelligence and Teacher Pedagogy: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 171 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

This item must not be sold to any third party vendors.

The purpose of this qualitative case study was to investigate how Iranian EFL teachers perceive Emotional Intelligence (EI) to interact with teacher pedagogy while exploring the ways in which this personal attribute was believed by the participants to affect their teaching practices. Teachers' beliefs and perceptions are important as they provide knowledge on how teachers conceptualize and attend to as well as ways in which they react to various situations under different circumstances. The participants, selected through operational construct sampling, comprised 12 Iranian EFL teachers who were working at Iran Language Institute at the time of the study. The participants' perceptions and beliefs regarding EI were explored as they shared their stories and experiences by responding to semi-structured interview questions and writing weekly journal entries. The collected data were analyzed through thematic analysis, where the emerging patterns were identified while several themes became apparent. The identified themes suggested that the participants had unknowingly implemented and embedded various areas of EI in their everyday classroom practices. Moreover, the participants were found to believe that EI plays an essential role in their performance, their relationship with the learners, the quality of the learning environment, and the ease and success of the learning process. It is suggested that receiving EI-embedded training, both during pre-service preparation programs and in-service professional development programs, may result in raised EI levels in teachers, which helps to develop their emotional skills and competencies as it enables teachers to learn to cater to the affective domains of education alongside the cognitive ones. Thus, policymakers could make the necessary changes to the nature of education at the local, state, and national levels to incorporate EI in teacher education programs that cater to the needs of any particular teacher population.

ISBN: 9798728232179Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

English as a foreign language teachers

Iranian EFL Teachers' Interdependence between Emotional Intelligence and Teacher Pedagogy: A Qualitative Case Study.
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