Document Type : Research Article

Authors

1 Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran

2 MA in TEFL, Shahid Beheshti University, Tehran, Iran

Abstract

The present study sought to explore the predicting power of sense of self-efficacy (SE) and emotional intelligence (EI) on the Iranian EFL teachers’ job satisfaction (JS). To this end, 125 EFL teachers were selected from private language institutes. The participants were asked to complete three questionnaires: Minnesota Satisfaction Questionnaire (MSQ), Teacher Self-Efficacy Scale (TSES), and Emotional Quotient inventory (EQ-i). Significant positive relationships between EI and JS and between SE and JS were observed and independent variables significantly predicted JS. More experienced teachers had a significantly higher mean than novice teachers on JS. Finally, it was revealed that there was not any significant difference between less and more experienced teachers with regard to the correlation between EI and JS and between sense of SE and JS. It is concluded that providing teachers with some interventions such as coaching and mentoring seems necessary.

Keywords

Main Subjects

Article Title [Persian]

حس خود کار آمدی و هوش هیجانی به عنوان عوامل پیشبینی کننده رضایتمندی شغلی در میان معلمان زبان انگلیسی ایرانی

Authors [Persian]

  • دکتر ساسان بالغی زاده 1
  • آرمان جولا 2

1 دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید بهشتی، تهران، ایران

2 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه شهید بهشتی، تهران، ایران

Abstract [Persian]

پژوهش حاضر به بررسی ارتباط بین پیش‌بینی قدرت خودکارآمدی و هوش هیجانی با رضایت شغلی معلمان زبان انگلیسی می‌پردازد. در این پژوهش، 125 معلم زبان ا نگلیسی از موسسات خصوصی به عنوان نمونه‌ها انتخاب شده‌اند. شرکت کنندگان سه پرسشنامه رضایت شغلی (MSQ)، خودکارآمدی معلم (TSES) و هوش هیجانی (EQ-i) را تکمیل کرده‌اند. برای تحلیل دادهها، از ضریب همبستگی لحظه محصول پیرسون، رگرسیون خطی چندگانه به روش Backward، آزمون t نمونه مستقل و تبدیل Z استفاده شده است. بین هوش هیجانی و رضایتمندی شغلی و بین خودکارآمدی و رضایتمندی شغلی رابطه مثبت معناداری مشاهده می شود ومتغیر های مستقل به طور قابل توجهی رضایتمندی شغلی را پیشبینی می کنند. معلمان با تجربه بالاتر میانگین بالاتری از نظر رضایت شغلی نسبت به معلمان کم تجربه دارند. در آخر، تفاوت معنی‌داری در همبستگی بین هوش هیجانی و رضایت شغلی و همبستگی بین خودکارآمدی و رضایت شغلی بین معلمان با تجربه کمتر و باتجربه بیشترمشاهده نمی شود. بهبود هوش هیجانی و حس خود کارآمدی در میان معلمان زبان انگلیسی، رضایت شغلی و عملکرد کلی ورفاه آنها را بهبود می‌بخشد.بنابراین، برخی از مداخلات مانند برنامه‌های مربیگری، راهنمایی یا آموزشی که همگی با هدف حمایت از معلمان در توسعه باورهای خودکارآمدی و مهارت‌های هوش هیجانی آنها انجام می‌شود، ضروری به نظر می‌رسد. نتایج به‌دست‌آمده دارای مفاهیم آموزشی مربوطه برای معلمان، تولیدکنندگان محتوا، ممتحنان و مربیان معلم است که در محیط آموزشی گسترده‌تر در نظر گرفته می‌شوند.

Keywords [Persian]

  • رضایتمندی شغلی
  • حس خود کارآمدی
  • هوش هیجانی
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