İngilizce Öğretmenlerinin Duygusal Zekâ Durumları ile Öğrencilerin Akademik Başarıları Arasındaki İlişkinin İncelenmesi

Öz

İnsanların duygusal durumlarının düşünce ve davranışlarını yönlendirmesi ile ilgili çalışmalar artış göstermektedir. Bu çalışma, İngilizce öğretmenlerinin duygusal zekâ durumları ile öğrencilerinin akademik başarıları arasındaki potansiyel ilişkiyi incelemeyi amaçlamaktadır. Bu amaçla, İran Dil Merkezi’nden (Akademik Eğitim, Kültür ve Araştırma Merkezi) 20 İngilizce öğretmeni rastgele seçilmiş ve duygusal zekâ durumlarını ölçebilmek için Bar-On-EQ anketini doldurmaları istenmiştir. Buna ek olarak, 515 İngilizce öğrencisi de çalışmaya katılmış ve final sınavı notları başarı seviyelerinin göstergesi olarak değerlendirmeye alınmıştır. Verilerin analizde SPSS (Sosyal Bilimler İstatistik Paketi) programından faydalanılmış olup iki değişkenin arasında ilişki olup olmadığını belirleyebilmek amacıyla Pearson Korelasyon kullanılmıştır. Sonuçlar ve pedagojik çıkarımlar tartışılmıştır.

Anahtar Kelimeler

• akademik başarı,duygusal zekâ,yabancı dil olarak İngilizce öğretmenleri

The Relationship between EFL Instructors' Emotional Intelligence and Learners' Academic Achievement

Abstract

With the growing interest in studying people's emotional information to guide thinking and behavior, the present study aimed at examining the emotional intelligence of EFL instructors and to find possible relations of instructors' emotional intelligence and their corresponding students' academic achievement. To this end, 20 EFL instructors were randomly selected from an Iranian language center (Academic Center for Education, Culture, and Research) and were asked to fill in the Bar-On EQ questionnaire, to be able to measure their emotional intelligence. In addition, 515 EFL students also participated in the study and their final exam score was used as an indication of their achievement level. SPSS (Statistical Package for Social sciences, version 21) was utilized to analyze the data and Pearson Correlation Coefficient was used to determine if a relationship could be proven between the two variables. Conclusions and pedagogical implications are discussed at the end.

Keywords

• academic acheivement,EFL teachers,emotional intelligence

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