Probing the bond between EFL teachers’ emotional literacy skills and professional development

• Ghiasvand, Farhad ^[1] ; Jahanbakhsh, Akbar A. ^[2] ; Kogani, Maryam ^[1]
  1. [1] Allameh Tabataba i University, Tehran, Iran
  2. [2] Ministry of Education, Iran
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 41, 2024
• Idioma: inglés
• Títulos paralelos:
  • Sondeando el vínculo entre las habilidades de alfabetización emocional de los docentes de EFL y el desarrollo profesional
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El lado emocional de la educación de una segunda lengua/lengua extranjera (L2) ha sido ampliamente explorado en la última década. Sin embargo, la forma en que la alfabetización emocional (EL) de los profesores de inglés como lengua extranjera (EFL) influye en su profesionalismo no se ha abordado. En contra de esta deficiencia, este estudio examinó la asociación entre las habilidades de EL de los profesores de EFL y el desarrollo profesional. Para hacerlo, se distribuyeron dos cuestionarios en línea entre 350 profesores iraníes de EFL. Los resultados del modelo de ecuaciones estructurales (SEM) y el análisis de correlación revelaron que los cinco componentes de las habilidades de EL de los maestros estaban significativamente correlacionados con el desarrollo profesional de los maestros, con habilidades sociales (r = .419) y conciencia emocional (r = .417) teniendo las correlaciones más fuertes. Además, los resultados del análisis de regresión indicaron que los docentes de EL predijeron el 25,0 % de la variación en el desarrollo profesional docente. De los componentes, se detectaron tres predictores significativos, a saber, la conciencia emocional, las habilidades sociales y la autorregulación. La conciencia emocional fue el mejor predictor (β = .268, p = .000 < .01).

  • English

    he emotional side of second/foreign language (L2) education has been widely explored in the past decade. However, the way English as foreign language (EFL) teachers’ emotional literacy (EL) influences their professionalism has remained unaddressed. Against this shortcoming, this study examined the association between EFL teachers’ EL skills and professional development. To do so, two online questionnaires were disseminated among 350 Iranian EFL teachers. The results of structural equation modeling (SEM) and correlation analysis revealed that all the five components of teacher EL skills were significantly correlated with teacher professional development, with social skills (r = .419) and emotional awareness (r = .417) having the strongest correlations. Moreover, the results of regression analysis indicated that teacher EL predicted 25.0% of the variance in teacher professional development. Of the components, three significant predictors were detected, namely emotional awareness, social skills, and self-regulation. Emotional awareness was the best predictor (β = .268, p = .000 < .01) that uniquely explained 7.18% of the variance in teacher professional development. Social skills and self-regulation were the other significant predictors of teacher professional development. The study ends in some conclusions, implications, and suggestions for further research on teacher emotions in L2 teaching and professional development.

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