خلاصة:
This study is aimed to investigate the relationship between teacher emotional
intelligence, emotional support, and classroom leadership. To this end, three
instruments consisting of emotional intelligence with three dimensions
(appraisal and expression of emotion, the regulation of emotion, and the
utilization of emotion), teacher emotional support scale with four
dimensions (positive climate, negative climate, teacher sensitivity, and
regards for student perspective), and teacher classroom leadership scale with
seven dimensions (idealized influence, inspirational motivation, individual
consideration, intellectual stimulation, contingent reward, active
management, and passive management), were administered to 321 EFL
Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated
significant correlations among all three variables. Not only were all of the
subscales correlated with their scales but also significant correlations were
found among them and other scales and subscales of the study. Moreover,
Structural Equation Modeling (SEM) approach was applied in order to
confirm the hypothetical model. The following results obtained from SEM
confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI
=0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981
(>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (<
0.05). The results showed that being aware of emotional skills and leadership
behaviors, teachers and student teachers could better develop effective
leadership skills in the class. The results of the present study have valuable
implications for EFL teachers and other practitioners in the field.
ملخص الجهاز:
A number of researchers have investigated the relationship between emotional intelligence and health (Brackett & Mayer, 2003 ), social skills (Schutte, Malouff, Bobik, Coston, Greeson, Jedlicka, Rhodes, & Wendorf, 2001), job satisfaction (Abraham, 2000), transformational leadership (Gardner & Stough, 2002), gender (Alonso & Viswesvaran, 2005; Barchard & Hakstian, 2004; Perry, Ball, & Stacey, 2004; Schaie, 2001), and age and experience (Atkins & Stough, 2005; Day & Carroll, 2004; Schaie, 2001).
Using various observational methods, a number of researchers have examined teachers’ emotional support in relation to students’ interaction, social behaviors, and their motivation and academic outcome (Allen, Gregory, Mikami, Lun, Hamre, & Pianta, 2013; Downer, López, Grimm, Hamagami, Pianta, & Howes, 2012, Khany & Ghasemi, 2018; Hamre & Pianta, 2005; Merritt, Wanless, Rimm-Kaufman, Cameron, & Peugh, 2012; Pianta, Howes, Burchinal, Bryant, Clifford, & Early, 2005; Pianta, Belsky, & Houts Morrison, 2007; Ruzek, Hafen, Allen, Gregory, Mikami, & Pianta, 2016).
EI=emotional intelligence; PC= positive classroom; NC= negative classroom; TS= teacher sensitivity, RSP= regards for students’ perspective; II=idealized influence; IM=inspirational motivation; IC= individual consideration; IN= intellectual stimulation; CR= contingent reward; AM= active management; PM= passive management Bivariate correlation analysis indicated significant correlations among all three variables (Table 2).
Since teacher emotional intelligence and emotional support were significantly related to their classroom leadership, it is suggested that educational practitioners consider these characteristics of teachers and provide opportunities for the teacher to be trained in order to understand the importance of these variables in helping students to learn the language more effectively.