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

Year 2018, Volume: 1 Issue: 1, 42 - 51, 01.06.2018

Roghayeh Pourbahram Morteza Hajizadeh

Abstract

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.

Keywords

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

References

• Akbari, R., Tavassoli, K. (2011). Teacher Efficacy, Burnout, Teaching Style, and Emotional Intelligence: Possible Relationships and Differences. Iranian Journal of Applied Linguistics (IJAL), 14(2), 31-61.
• Bar On, R. (2014). The Bar-On Model of Emotional –Social Intelligence. Issues in Emotional Intelligence
• Block, E., Crochet, F., Jones, L., & Papa, T. (2012). The Importance of Teachers' Effectiveness. Creative Education. 3. 1164-1172.
• Brown, H. D. (2001). Teaching by Principles: an Interactive Approach to Language Pedagogy (2nd Ed.). New York: Longman.
• Cooper, R. (1996). EQ-map Interpretation Guide. San Francisco: Essi Systems.
• Darling- Hammond, L. (1997). Doing what Matters Most: Investing in Quality Teaching. New York: National Commission on Teaching & America's Future.
• Elias, M., Arnold, H., & Hussey, C. (2003). EQ+ IQ= Best Leadership Practices for Caring and Successful School. CA: Thousand Oaks.
• Fiske, E.B., (2000). Assessing Learning Achievement. International Consultative Forum on Education for all.
• Frost, d., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33 (3), 479-498.
• Goleman, D. (1995). Emotional Intelligence. NY: Bantam Books.
• Goleman, D. (2001). Emotional Intelligence: Issues in Paradigm Building. In C. Cherness, & D. Goleman (Eds.), the Emotionality Intelligent Workplace (pp. 13-26). San Francisco: Jossey- Bass.
• Gu, Q., & Day, C. (2007). Teachers resilience. A necessary condition for effectiveness. Teaching and Teacher Education, 23 (8), 1302-1316.
• Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In: Bear G.G., Minke K.M., editors. Children’s Needs III: Development, Prevention, and Intervention. Washington, DC: Natl. Assoc. School Psychol; pp. 59–71.
• Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). New York: Basic Books.
• Motallebzadeh, kh., (2009). The Relationship between the Emotional Intelligence of Iranian EFL Learners and Their Reading Comprehension and Structural Ability. Journal of Teaching English as a Foreign Language and Literature. Islamic Azad University, North Tehran Branch, 1(4), 39-55.
• Othman, A. K., Abdullah, H. S., & Ahmad, J. (2008). Emotional Intelligence, emotional labor and work effectiveness in service organizations: a proposal model. Vision the Journal of Business Perspective, 12 (1), 31-42.
• Rockoff, J.E. (2004). The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data.
• Rust, D. A. (2014). Relationship between the Emotional Intelligence of Teachers and Student Academic Achievement. Educational Leadership Studies. University of Kentucky.
• Saeidi, M. & Rimani Nikou, F. (2012). EFL Teachers' Emotional Intelligence and Their Students' Language Achievement. Australian Journal of Basic and Applied Linguistics. 6 (12).
• Samouei, R. (2003). Azmoune houshe hayajani (Bar-On's EQ-i). Tehran: Moasseseye Tahghighate Olume Raftarie Sina.
• Serrat, O. (2009). Understanding and Developing Emotional Intelligence. Knowledge Solutions, 49. Retrieved December 15, 2009, from http://www.adb.org/documents/information/knowledge-solutions/understanding-developing-emotional-intelligence.pdf
• Stough, C., Saklofske, D. H., & Parker, J. D. A. (Eds.) (2009). Assessing Emotional Intelligence: Theory, Research, and Applications. NY: Springer.
• Whitfield, P. T., & Klug, B. J. (2004), Teachers as Healers: 21st-Century Possibility? Or Necessity. Multicultural Perspectives, 6 (1), 43-50.
• Wright, S. P., Hom, S. P., & Sanders, W. L. (1997). Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation. Journal of Personal Evaluation and Education, 11, 57-67.
• Zarezadeh, T. (2013). The Effect of Emotional Intelligence in English Language Learning. Procedia- Social and Behavioral Sciences. 1286-1289.