The Relationship between Iranian High School Teachers’ Emotional Intelligence and their Self-efficacy

Teachers’ emotional intelligence is vital for their own welfare and for efficiency and superiority in carrying out teaching-learning procedures in the classroom, and in particular for students’ socio-emotional development. Abilities associated with emotional competencies have gained gradually more attention in research related to achievement and effectiveness in high school contexts. Teachers who have a high sense of self-efficacy about their teaching potentiality can enhance students’ motivation and cognitive development. The purpose of the present study is to examine the relationship between the two constructs of emotional intelligence and self-efficacy among Iranian high school teachers. A self-efficacy questionnaire and an EQ test were distributed among 69 English high school teachers. The collected data were analyzed using Pearson product-moment correlation in order to determine the relationship between the participants’ EI and self-efficacy. The results indicated that there was a significant relationship between the two variables. Moreover, emotional intelligence could predict the self-efficacy of Iranian high school teachers. The findings underline the importance of establishing and developing pre-service and in- service programs for high school teachers to focus on the skills related to emotional regulation and management.

کلیدواژه ها:

emotional intelligence ، self-efficacy