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| 說明 | 1 online resource (171 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Dissertations Abstracts International, Volume: 82-11, Section: A |
| Advisor: Bockrath, Deborah |
| Thesis (Ed.D.)--Northcentral University, 2021 |
| Includes bibliographical references |
| The purpose of this qualitative case study was to investigate how Iranian EFL teachers perceive Emotional Intelligence (EI) to interact with teacher pedagogy while exploring the ways in which this personal attribute was believed by the participants to affect their teaching practices. Teachers' beliefs and perceptions are important as they provide knowledge on how teachers conceptualize and attend to as well as ways in which they react to various situations under different circumstances. The participants, selected through operational construct sampling, comprised 12 Iranian EFL teachers who were working at Iran Language Institute at the time of the study. The participants' perceptions and beliefs regarding EI were explored as they shared their stories and experiences by responding to semi-structured interview questions and writing weekly journal entries. The collected data were analyzed through thematic analysis, where the emerging patterns were identified while several themes became apparent. The identified themes suggested that the participants had unknowingly implemented and embedded various areas of EI in their everyday classroom practices. Moreover, the participants were found to believe that EI plays an essential role in their performance, their relationship with the learners, the quality of the learning environment, and the ease and success of the learning process. It is suggested that receiving EI-embedded training, both during pre-service preparation programs and in-service professional development programs, may result in raised EI levels in teachers, which helps to develop their emotional skills and competencies as it enables teachers to learn to cater to the affective domains of education alongside the cognitive ones. Thus, policymakers could make the necessary changes to the nature of education at the local, state, and national levels to incorporate EI in teacher education programs that cater to the needs of any particular teacher population |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021 |
| Mode of access: World Wide Web |
| 主題 | Educational psychology |
| Foreign language instruction |
| English as a second language--ESL |
| English as a foreign language teachers |
| Emotional intelligence |
| Iranian |
| Multiple intelligences |
| Social emotional learning |
| Teacher pedagogy |
| Electronic books. |
| 0444 |
| 0525 |
| 0441 |
| ISBN/ISSN | 9798728232179 |
