Exploring the Interplay of Trait Emotional Intelligence and ESL Teacher Effectiveness: Is Self-Efficacy the Mechanism Linking Them?

Rahila Huma Anwar,Natasha Memon,Sajida Zaki,Ramayah Thurasamy

doi:10.1177/21582440211061378

Rahila Huma Anwar, Natasha Memon + Show 2 more

Open Access

https://doi.org/10.1177/21582440211061378

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Journal: SAGE Open	Publication Date: Oct 1, 2021
Citations: 6	License type: CC BY 4.0

Affiliation: NED University of Engineering and Technology

Abstract

This study investigated the influence of trait emotional intelligence (EI) and self-efficacy (SE) on English as a Second Language (ESL) teachers’ effectiveness (TE). The study also explored the mediating role of teacher self-efficacy in augmenting the relationship between trait EI and teacher effectiveness. We adopted a quantitative survey design involving both public and private sector higher education institutions (HEIs) of Pakistan. The participants ( N = 243 ESL teachers) were selected via convenience sampling. Data were analyzed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) via SmartPLS3 software. Analysis through standard bootstrapping procedure resulted in direct and indirect (mediation analysis) path coefficients. Trait EI predicted ESL teachers’ effectiveness and self-efficacy. However, teacher self-efficacy was found to be more important as it revealed a larger effect on teacher effectiveness than trait EI and also mediated the relationship between trait EI and teacher effectiveness. The findings support previous research that positions emotional intelligence at the core of teaching effectiveness and has highlighted the predominant role that self-efficacy can play in strengthening this relationship. This study is significant as it underscored the importance of trait EI and self-efficacy in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.

Highlights

Higher education institutions (HEIs) are linked to the global knowledge economy and are determined to prepare students, teachers, and researchers who may thrive transnationally (Brutt-Griffler, 2017)
It is necessary to mention here that this paper focuses on English as a Second Language (ESL) teacher effectiveness (TE), research studies provide evidence that the concept cannot be considered in isolation from the English language teaching effectiveness (e.g., Alimorad & Tajgozari, 2016; Park & Lee, 2006)
Prior to assessing the model in SmartPLS3, normality was confirmed with the skewness and kurtosis of all the subscales and total scores of trait emotional intelligence (EI) (TEIQue), SE (TSES), and TE (SAT) within the approved limits of ±1 (Gravetter & Wallnau, 2014) see Table 2

Summary

Introduction

Higher education institutions (HEIs) are linked to the global knowledge economy and are determined to prepare students, teachers, and researchers who may thrive transnationally (Brutt-Griffler, 2017). The growing global pressure of continuous competition that HE thrusts upon the HEIs (Hemmings et al., 2012) makes it necessary to identify the factors that may contribute to teacher effectiveness (TE), for ESL teachers. Understanding of such links will help develop professional development programs to prepare more effective ESL teachers

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