TEFL University Instructors’ Emotional Attitudes towards Their Students, Colleagues and Workplace

Mahsa Hariri

Abstract


The purpose of this study is to search TEFL university instructors’ emotional attitudes towards their students, colleagues and workplace. To accomplish this aim, a group of 30 Iranian university instructors majoring in one of the four disciplines of English language were participated. The instrument used in this study, was mainly based on a questionnaire designed by Karami and Barekat (2014) in order to ask attitudes of the participants. This questionnaire consists of 56 items under 10 categories: satisfaction, dissatisfaction, interaction with colleagues, anger towards the institutional context, anger towards students, being close to students, emotions and staff, creating rapport, collaboration and general feeling towards your career. In order to analyze the data, the descriptive statistics of each category is calculated. The analysis of data from questionnaire revealed teachers’ most significant emotions in each of the 10 categories, which were mostly positive when it came to their students, and more negative in regard of their colleagues and institutional contexts. Based on the obtained results, one can draw the conclusion that EFL teachers need to talk collaboratively about their experiences and emotions.

 


Keywords


TEFL university instructors, emotions, operationalizing, EFL context, attitude

Full Text:

PDF

References


Cowie, N. (2003, November). The emotional lives of experienced EFL teachers. In Proceedings of JALT 2003 Conference, Shizuoka, Japan (pp. 256-259).

Cowie, N. (2010). Emotions that experienced EFL teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 235-241.

Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers’ emotional intelligence in their success. ELT journal, 64(4), 424-435.

Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education , 16, 811-826.

Hochschild, A. R. (1983). The managed heart: The commercialization of human feeling. (p. 7). Berkeley: University of California Press.

Hochschild, A. R. (1990). Ideology and emotion management: A perspective and path for future research.

Karami & Barekat (2014). Opertionalizing teachers' emotional attitudes towards their students, colleagues and workplace result from an EFL context. Journal of Language and Literature, 5(1),96-104.

Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: a study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471-484.

Koestler, A. (1967). The ghost in the machine. (p. 226), London: Hutchinson.

Nikoopour, J., Farsani, M. A., Tajbakhsh, M., & Kiyaie, S. H. S. (2012). The Relationship between Trait Emotional Intelligence and Self-efficacy among Iranian EFL Teachers. Journal of Language Teaching and Research, 3(6), 1165-1174.

Petrides, K. V., & Furnham, A. (2006). The Role of Trait Emotional Intelligence in a Gender‐ Specific Model of Organizational Variables1. Journal of Applied Social Psychology, 36(2), 552-569.

Prosen, S., Smrtnik Vitulic, H., & Poljsak Skraban, O. (2011). Teachers’ emotional expression in interaction with students of different ages. CEPS Journal, 1(3), 141-157.

Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self- efficacy among Iranian EFL teachers. System, 37(4), 700-707.

Rose, N. (1998). Inventing ourselves: Psychology, power, and personhood. Cambridge University Press.

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., et al. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences , 25, 167-177.

Smith, R. C. (1996). Contents and Activities in Team Teaching: Lessons From Observation. In M. Wada, & A. Cominos, Studies in Team Teaching (pp. 72-89). Tokyo: Kenkyusha Publishing Co.

Staub, F. C., & Stern, E. (2002). The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94(2), 344.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.

Zembylas, M. (2005). Teaching with emotion: a postmodern enactment. Greenwich: Information Age Publishing.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.3n.3p.33

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.