Conscience in Language Teaching and its Relationship with Language Proficiency and Emotional Intelligence of EFL Teachers

Sedighe Jalili Kalangestani

Abstract


The present study aimed to explore the relationship among Iranian EFL teachers’ language teaching conscience, language proficiency, and emotional intelligence. To this purpose, 82 homogenized language teachers, M.A. students and M.A. holders in TEFL, English literature, and English translation, both males and females, were taken as the participants.  The result of the data analysis showed that there was a statistically significant relationship between the language teaching conscience and the emotional intelligence of Iranian EFL teachers, rs(80) = .83, p < .05, 2). There was also a statistically significant relationship between the language teaching conscience and the language proficiency of Iranian EFL teachers, rs(80) = .59, p < .05. And finally, there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, rs(80) = .52, p < .05. Teacher trainers, researchers in teacher education, and language teachers can benefit from the findings of this study.

Keywords


Iranian EFL teachers, emotional intelligence, language teaching conscience, language proficiency

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