Recent trends in assessing teachers' psychological aspects have led to considering emotional intelligence (EI) as one of the main factors determining teachers' job satisfaction. The present study aims to explore the different effects of emotional intelligence on teachers' job satisfaction. This study used the Scoping review method and focused specifically on studies conducted from January 2014 to February 2023, and 21 studies met the inclusion criteria. Overall, the results indicated that emotional intelligence has both direct and indirect positive effects on teachers' job satisfaction. However, the results on the effects of various EI models on teachers' job satisfaction were inconsistent. The findings suggest that more research is needed to investigate the impact of the ability model of EI on teachers’ job satisfaction, as well as longitudinal studies to understand the long-term effects of this relationship. Finally, studies are also needed to determine whether demographic factors influence the effects of EI on teachers’ job satisfaction in different countries and contexts.
Since the end of the 20th century, autonomous learning has become a popular research topic in education and has received much attention from researchers. The acquisition of Chinese as a second language requires learners to practice autonomous learning and develop their language learning ability. The present study used the theory of autonomous learning proposed by (Holec H., 1981), in addition to questionnaires and interviews to study the general trend of autonomous learning ability of Chinese language learners in Cameroonian universities and institutions. The results of this study show that Cameroonian Chinese language learners have a certain level of autonomous learning ability in Chinese language, which is demonstrated by their ability to control the learning process and evaluate its effectiveness but they still encounter some problems, such as lack of the ability to achieve learning goals and develop reasonable learning plans, lack of the ability to select properly learning content and apply learning strategies, and most students are not aware of the importance of autonomous learning. Finally, this study suggests some main ways to develop the autonomous learning ability of Cameroonian Chinese language learners.
In recent years, the number of Secondary school Chinese language teachers has been increasing in Cameroon. Based on the "Central and West Africa" training model of the Confucius Institute in Cameroon, this study investigated the degree of satisfaction of Cameroonian secondary school Chinese language teachers with online training during the COVID-19 pandemic through the use of questionnaire and interview methods. This study found that teachers' satisfaction with online training ranged between "moderately" and "slightly", with the lowest degree of satisfaction regarding the online training platform. In addition, some shortcomings with the training instructor's performance, courses content, training services and effectiveness have been identified. Furthermore, this study also revealed that the training environment, teachers' motivation, and family burden are correlated with teachers' satisfaction with the online training. To address these issues, this study concludes with some practical recommendations, such as the urgent need for teachers to take the initiative to actively participate in online training, in order to improve their professional knowledge, strengthen and diversify the use of online training platforms, develop a fully integrated online training system; improve the practicality of the content of online training courses; and finally enhance the interaction between trainers and trainees.
Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country’s development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.
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