Abstract
The purpose of this study was to examine public second cycle primary school English as Foreign Language (EFL) teachers’ level of emotional intelligence (EI) and self-efficacy beliefs and the relationship between the two constructs. Forty- three randomly selected EFL teachers were taken as a sample of the study. To generate data and answer the research questions, the researcher adapted two questionnaires – EFL teachers’ EI and self- efficacy beliefs - from two separate sources and the instruments were checked for their reliability and validity. Data generated through the administration of the questionnaires were analyzed by using one sample t-test and Pearson Product Moment Correlation Coefficient. The results of the study indicated that EFL teachers’ EI and self-efficacy beliefs were found low as the observed means trailed far behind from the expected means in all the major categories of the two constructs. However, significant and strong relationship was found between EFL teachers’ EI and sense of self-efficacy beliefs. Following the shift in orientation from teacher-centered to student-centered curriculum which underpins the application of communicative-based English textbooks, the two constructs are suggested to be incorporated both in EFL teacher preparation and professional development programs so as to address both cognitive and affective side of the target language learning and teaching. Key words: Emotional intelligence, self-efficacy, EFL teachers.
Highlights
Based on communicative language teaching (CLT), TheMinistry of Education in Ethiopia has introduced communicative-based textbooks and disseminated them to the schools throughout the country a couple of years ago
One sample t-test analysis was conducted to examine the Emotional Intelligence of EFL teachers who were in the study
Based on the results of the present study, the researcher may conclude that EFL teachers’, who participated in this study, rated themselves below the expected means for the two overall categories of Emotional Intelligence and self-efficacy beliefs
Summary
Based on communicative language teaching (CLT), The. Ministry of Education in Ethiopia has introduced communicative-based textbooks and disseminated them to the schools throughout the country a couple of years ago. The purpose of developing the new textbooks was to replace the structural approach that failed to create a room for students’ use of the target language in a real world communication. The newly introduced textbooks are supposed to address the inability of the structural approach to foster student communicative competence.
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