This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion), teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables. Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi-squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.
The purpose of the present study was to investigate the relationship among EFL teacher’s identity style, religious identity, and identity commitment. The data was collected from 88 EFL teachers teaching at different English language learning institutes in Ilam province- Iran. Two questionnaires were used, including Dollinger’s (2001) Brief Religiosity Scale (BRS-6) and Berzonsky’s (1992) Identity Style Inventory, the revised version (ISI3). Results suggested that EFL teacher’s identity style and their commitment were positively correlated (r = 0.350). There was also a significant positive correlation between EFL teacher’s religious identity and their commitment (r = 0.312). A significant positive correlation was also found between EFL teacher’s identity style and religious identity (r = 0.367). The results of one-way ANOVA indicated that there was a statistically significant difference in identity style scores, identity commitment scores, and religiosity scores for four groups. The results of independent t-test analysis indicated that there was no significant difference in identity style, identity commitment, and the religiosity scores of the two groups of participants. Finally, the implications and limitations of the study were also discussed.
Due to the importance of culture in each society, several researchers have offered different definitions. Several studies have also been conducted on language, ego, ethnic, national, religious and modern identity. However, no validated model is proposed for Iranian cultural identity in English Foreign Language (EFL) contexts. Therefore, this research constitutes a relatively new area through developing and validating teacher’s cultural identity scale in the EFL context. Drawing on existing literature and various categorization of culture, the researchers used different sources, including Persian literature, social and cultural education, theology and history books to extract different components of culture. One hundred and thirty items were created primarily based on operational definitions of each component. The items were reviewed by a group of experts. After reviewing the items, the researchers piloted and tested the questionnaire using a sample of 305 EFL teachers. A final model of Iranian cultural identity with fifty-eight items underlying the eleven-factor model was specified in exploratory and confirmatory factor analysis. The reliability of items with Cronbach’s alpha (a=0.864) for the whole instrument was found to be adequate. Furthermore, the convergent and discriminate validity of the items has been found to be satisfactory.
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