Keywords
attitudes
motivation
teacher sociability
teacher self-control
How to Cite
Number of views: 1701
Number of downloads: 1278
Abstract
The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students’ own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher’s trait emotional intelligence and the second to measure students’ own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were significant predictors of student positive feelings and attitudes towards the teacher. With this paper, we make the case that observer reports of teacher TEI by students could be a valuable tool in L2 instruction by offering teachers unique insight into their own classroom behavior, thereby increasing teacher self-awareness which could lead to improved classroom practices.
Funding
the participants
the anonymous reviewers
the editor of SSLLT
References
Acheson, K., & Nelson, R. B. (2020). Utilizing the emotional labour scale to analyse the form and extent of emotional labour among foreign language teachers in the US public school system. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), The emotional rollercoaster of language teaching (pp. 31-52). Bristol: Multilingual Matters.
Barsade, S. G., & Gibson, D. E. (2007). Why does affect matter in organizations? Academy of Management Perspectives, 21(1), 36-59.
Beadle, P. (2009). A good teacher is an entertainer as well as an educator. The Guardian from https://www.theguardian.com
Benesch, S. (2012). Considering emotions in critical English language teaching: Theories and praxis. New York, NY: Routledge.
Benesch, S. (2017). Emotions and English language teaching: Exploring teachers’ emotion labor. New York, NY: Routledge.
Beyer, S. (1998). Gender differences in self-perception and negative recall bias. Sex Roles, 38, 103-133.
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. The Journal of Classroom Interaction, 46(1), 27-36.
Chance, Z., Norton, M. I., Gino, F., & Ariely, D. (2011). Temporal view of the costs and benefits of self-deception. Proceedings of the National Academy of Sciences of the United States of America, 108 (Suppl. 3), 15655-15659.
Clark, C. M., Gage, N. L., Marx, R. W., Peterson, P. L., Stayrook, N. G., & Winne, P. H. (1979). A factorial experiment on teacher structuring, soliciting, and reacting. Journal of Educational Psychology, 71, 534-552.
Cooper, A., & Petrides, K. V. (2010). A psychometric analysis of the trait emotional intelligence questionnaire-short form (TEIQue-SF) using item response theory. Journal of Personality Assessment, 92, 449-457.
Curci, A., Lanciano, T., & Soleti, E. (2014). Emotions in the classroom: The role of teachers’ emotional intelligence ability in predicting students’ achievement. The American Journal of Psychology, 127(4), 431-445.
Dewaele, J.-M. (2020). What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation? In C. Gkonou, C., J.-M. Dewaele, & J. King (Eds.), The emotional rollercoaster of language teaching (pp. 269-287). Bristol: Multilingual Matters.
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. http://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, 11-22.
Dewaele, J.-M., Franco Magdalena, A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. Modern Language Journal, 103, 412-427.
Dewaele, J.-M., Gkonou, C., & Mercer, S. (2018). Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender, affect their classroom practice? In J. de Dios Martínez Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 125-141). Berlin: Springer.
Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World [Chinese 外语界], 196(1), 34-49.
Dewaele, J.-M., & MacIntyre P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237-274.
Dewaele, J.-M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41-63.
Dewaele, J.-M., & Mercer, S. (2018). Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender, affect their classroom practice? In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 178-195). Bristol: Multilingual Matters.
Dimberg, U., Thunberg, M., & Elmehed, K. (2000). Unconscious facial reactions to emotional facial expressions. Psychological Science, 11, 86-89.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
Elfenbein, H. A., Barsade, S. G., & Eisenkraft, N. (2015). The social perception of emotional abilities: Expanding what we know about observer ratings of emotional intelligence. Emotion, 15(1), 17-34.
Falout, J., & Murphey, T. (2018). Teachers crafting job crafting. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 211–230). Bristol: Multilingual Matters.
Fischer, A. H., Kret, M. E., & Broekens, J. (2018). Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis. PloS one, 13(1), e0190712. http://doi.org/10.1371/journal.pone.0190712
Furnham, A. (2008). Personality and intelligence at work. London: Routledge
Furnham, A., Race, M.-C., & Rosen, A. (2014). Emotional intelligence and the occupational personality questionnaire (OPQ). Frontiers in Psychology, 15, 1-8.
Furnham, A., & Rawles, R. (1995). Sex differences in the estimation of intelligence. Journal of Social Behavior and Personality, 10, 741-745.
Gardner, R. C. (1985). Social psychology and second language Learning: The role of attitudes and motivation. London: Edward Arnold.
Gkonou, C., Dewaele, J.-M., & King, J. (2020). Introduction to the emotional rollercoaster of language teaching. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), The emotional rollercoaster of language teaching (pp. 1-12). Bristol: Multilingual Matters.
Gkonou, C., & Mercer, S. (2017). Understanding emotional and social intelligence among English language teachers. London: British Council.
Grant, A. (2018). People don’t actually know themselves very well. https://www. theatlantic.com/health/archive/2018/03/you-dont-know-yourself-as-wel l-as-you-think-you-do/554612/
Gregersen, T., MacIntyre, P. D., & MacMillan, N. (2020). Dealing with the emotions of teaching abroad: Searching for silver linings in a difficult context. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), The emotional rollercoaster of language teaching (pp. 228-246). Bristol: Multilingual Matters.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
Hochschild, A.R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California Press.
Humphries, S. (2020). “Please teach me how to teach”: The emotional impact of educational change. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), The emotional rollercoaster of language teaching (pp. 150-172). Bristol: Multilingual Matters.
Jennings, P., & Greenberg, M. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Kahneman, D. (2015). Thinking, fast and slow. New York: Farrar, Straus and Giroux.
King, J. (2016). “It’s time, put on the smile, it’s time!”: The emotional labor of second language teaching within a Japanese university. In C. Gkonou, D. Tatzl, & S. Mercer (Eds.), New directions in language learning psychology (pp. 97-112). New York: Springer.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346.
Mercer, S., & Kostoulas, A. (Eds.). (2018). Language teacher psychology. Bristol, UK: Multilingual Matters.
Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers’ professional well-being. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213-229). Cham: Springer.
Moskowitz, S., & Dewaele, J.-M. (2019). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student self-reported attitudes and motivation. Innovation in Language Learning and Teaching. http://doi.org/10.1080/17501229.2019.1707205
Oh, I.-S., Wang, G., & Mount, M. K. (2011). Validity of observer ratings of the five-factor model of personality traits: A meta-analysis. Journal of Applied Psychology, 96(4), 762-773.
Petrides, K. V., & Furnham, A. (2000). Gender differences in measured and self‐estimated trait emotional intelligence. Sex Roles, 42, 449-461.
Petrides, K. V., & Furnham, A. (2006). The role of trait emotional intelligence in a gender-specific model of organizational variables. Journal of Applied Social Psychology, 36, 552-569.
Petrides, K. V., & Niven, L., & Mouskounti, T. (2006). The trait emotional intelligence of ballet dancers and musicians. Psicothema, 18, 101-107.
Petrides, K. V., Pérez-Gonzalez, J. C., & Furnham, A. (2007). On the criterion and incremental validity of trait emotional intelligence. Cognition and Emotion, 21(1), 26-55.
Plonsky, L., & Ghanbar, H. (2018). Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. Modern Language Journal, 102, 713-731.
Schutte, N., Malouff, J., Hall, E., Haggerty, D., Cooper, J., Golden, D., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177.
Sime, D. (2006). What do learners make of teachers’ gestures in the language classroom? IRAL - International Review of Applied Linguistics in Language Teaching, 44(2), 211-230.
Spilt, J., Koomen, H., & Thijs, J. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477.
Sutton, R. E. (2004). Emotion regulation goals and strategies of teachers. Social Psychology of Education, 7, 379-398.
Sutton, R. E., Mudrey-Camino, R., & Knight, C. (2009). Teachers’ emotion regulation and classroom management. Theory Into Practice, 48(2), 130-137.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358.
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.