Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes

Abstract

This qualitative study investigates Vietnamese EFL teachers' perceptions of how their emotional maturity impacts students' learning outcomes. Amidst the growing recognition of emotional intelligence's significance in educational settings, this research focuses on the nuanced context of English as a Foreign Language (EFL) education in Vietnam, where cultural and language challenges present unique demands on teachers' emotional competencies. Through semi-structured interviews with nine teachers across different career stages—novice, mid-career, and near-end—the study explores themes related to emotional regulation, empathy, emotional support, and cultural sensitivity in teaching practices. Thematic analysis revealed that teachers' ability to manage their emotions, empathize with students, create supportive learning environments, and navigate cultural nuances plays a crucial role in enhancing student engagement, participation, and overall learning outcomes. These findings align with Mayer and Salovey's model of emotional intelligence and the concept of the prosocial classroom, highlighting the importance of emotional competencies in fostering effective teaching and learning environments. The study underscores the need for integrating emotional intelligence training in teacher education and professional development programs, emphasizing cultural sensitivity and inclusivity in teaching practices. This research adds to the body of knowledge on emotional intelligence in education, offering insights into its application in the EFL context and implications for teacher development and educational policy.