چکیده:
Teachers can influence the complex process of learning in education, in general, and in second/foreign language (L2) learning in particular. In this light, understanding the factors influencing teachers’ pedagogical success can help L2 teachers achieve more effective teaching. This study then investigated the role of spiritual intelligence (SI) in L2 teachers’ pedagogical success. In so doing, it explored the relationship between teachers’ SI and their L2 pedagogical success assessed by students. Additionally, it examined the extent to which SI could contribute to L2 teachers’ pedagogical success. To these ends, following a sequential mixed-methods design, quantitative data were gathered through Spiritual Intelligence Questionnaire (SIQ) and Characteristics of Successful Teachers’ Questionnaire (CSTQ) from a sample of 130 EFL (English as a foreign language) teachers and 780EFL learners respectively. Semi-structured interviews with 45 EFL teachers, classroom observation, and syllabus analysis were also used to triangulate the qualitative data. The results of Pearson product correlation coefficients revealed a significant and positive relationship between SI and L2 teachers’ pedagogical success. Also, multiple regression indicated a unique and moderately high contribution of three components of SI (transcendent self-realization, spiritual experiences, and patience) to the teachers ‘pedagogical success. Moreover, follow-up qualitative analysis indicated that the more spiritually intelligent teachers were more responsible, courageous, creative, confident and conscious; they were better at interpersonal relationship and less anxious about pursuing their educational goals. Such findings imply that high level of SI can help L2 teachers promote their success and, in turn, improve their students’ L2 achievement in classroom.
خلاصه ماشینی:
To these ends, following a sequential mixed-methods design, quantitative data were gathered through Spiritual Intelligence Questionnaire (SIQ) and Characteristics of Successful Teachers’ Questionnaire (CSTQ) from a sample of 130 EFL (English as a foreign language) teachers and 780EFL learners respectively.
Moreover, follow-up qualitative analysis indicated that the more spiritually intelligent teachers were more responsible, courageous, creative, confident and conscious; they were better at interpersonal relationship and less anxious about pursuing their educational goals.
Considering the gap in the literature, and the type of information needed to investigate the links between L2 teachers’ SI and their success, the main purpose of the present study was to delve more into the nature of the relationship between these two constructs in the context of Iran where English is taught as a foreign language (EFL).
Whereas the quantitative phase provided information about the degree of relationship between L2 teachers’ SI and their pedagogical success (in terms of numbers), the qualitative phase, including classroom observation, syllabus analysis and interviews with the 45 EFL teachers provided rich information and evidence for possible effects of SI on the teacher’s success.
The results of data analysis in the qualitative phase, presented below, revealed several factors characterizing the EFL teachers with higher and lower levels of SI.
The follow-up qualitative data analysis, particularly from the interview and classroom observation, indicated that spiritually-intelligent EFL teachers, who generally received higher scores on the measure of pedagogical teacher success, were more responsible, conscious, confident, and creative in their teaching practice.