On the Would-be Bonds between Emotional Intelligence and Self-efficacy: The Case of Iranian EFL University Professors

Abstract

Abstract-Though a plethora of varied probes, thus far, have been conducted into the effectiveness of emotional intelligence as well as the paramountcy of self-efficacy in educational settings, one area of research that seems to have remained partly intact or which has been given scant attention is the viable relationship between these two constructs, i.e. EQ and self-efficacy. In effect, the principal incentive underlying the researchers' interest in the current study emanated from their credence in the fact that meager heed has been given to the possible links holding between these two realm, particularly when it comes to considering the case of academic professors; indeed, the few number of studies being carried out in this respect have merely centered on the lower-level teachers among which a reference can be made to Chan (2004) and Fabio and Palazzeschi (2008). Hence, in view of the aforesaid facts, the researchers in the current study aimed at addressing the correlation between EI and self-efficacy in a brand new context (academic arena) and with a totally unique community (university professors). Age and teaching experience of professors were also the issues of secondary concern in performing the present research. To this end, 50 EFL university professors (both MA and PhD holders) were selected from a range of different universities in Urmia, including the English departments of Urmia state and Azad universities, Azarabadegan non-profit University, as well as Payam-e-Nour University. To gather the data, Tschannen-Moran and Woolfolk Hoy's (2001) self-efficacy scale and Bar-On's (1997) EQ-i questionnaire were administered to the participants. The final analysis of data revealed a significant correlation between the participants' responses to these two questionnaires. Yet, the participants' ages and years of teaching experience were not found to be of significant role with respect to the relationship between the participants' performance on the said scales.

On the Correlation between Iranian EFL Learners’ Use of Metacognitive Listening Strategies and Their Emotional Intelligence

“…In their probe into the viable relationship between emotional intelligence and self-efficacy of Iranian EFL university professors, Alavinia and Kurosh (2012) faced a significant amount of correlation between the participants' scores on emotional intelligence and self-efficacy. The partakers of this study were some 50 EFL university professors from whom the data were tapped through the use of Bar-On's EQ-i questionnaire and Tschannen-Moran and Woolfolk Hoy's self-efficacy scale.…”

TheRole of Emotional Intelligence and Tolerance of Ambiguity in Predicting EFL Learners’ Language Learning Strategies

“…EI is also said to be a crucial factor in organization change [31,32], leadership (33,34,35,36], management performance [37], teachers' burnout level [38], university professors' self-efficacy [39] and life satisfaction [40].…”

On the Correlation between Emotional Intelligence and Learning Styles: The Case of Iranian Academic EFL Learners

“…Emotional intelligence has been reported to count as the overriding factor contributing to success in a number of varied arenas including work settings (Carmeli, 2003), classroom performance (Petrides, Frederickson, & Furnham, 2004), Cognitive tasks (Shuttes, Schuetplez, & Malouff, 2001), and Contextual performance (Carmeli, 2003). EI is also said to be a crucial factor in organization change (ferres & Gonnell, 2004; Singh, 2003), leadership (Ashkanasy, 2002;Dearborn, 2002;Gardner & Stough, 2002;Weymes, 2002), management performance (Slaski & Gartwright, 2002), teachers" burnout level (Alavinia & Ahmadzadeh, 2012), and University professors" selfefficacy (Alavinia & Kurosh, 2012) and life satisfaction (Palmer, Donaldson & Stough, 2002).…”