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

Farhad Ghiasvand; Akbar A. Jahanbakhsh; Maryam Kogani

doi:10.30827/portalin.vi41.27525

Autores/as

Farhad Ghiasvand Allameh Tabataba i University, Tehran, Iran https://orcid.org/0000-0002-6599-3838
Akbar A. Jahanbakhsh Ministry of Education, Iran
Maryam Kogani Allameh Tabataba’i University, Tehran, Iran

DOI:

https://doi.org/10.30827/portalin.vi41.27525

Palabras clave:

Profesor de EFL, habilidades de alfabetización emocional, desarrollo profesional, emociones, SEM7

Resumen

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).

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Biografía del autor/a

Farhad Ghiasvand, Allameh Tabataba i University, Tehran, Iran

PhD holder of Applied Linguistics at Allameh Tabataba’i University, Tehran, Iran. He obtained his MA and PhD in Applied Linguistics from Allameh Tabataba’i University. He has been a member of the Iranian Elites Foundation since 2016. His areas of interest are language testing and assessment, teacher identity, positive psychology, and English for Specific Purposes (ESP). He has published several articles on these areas of research in accredited national and international journals.

Akbar A. Jahanbakhsh, Ministry of Education, Iran

English teacher and university lecturer. He has been working as a freelance researcher, being involved with many research projects as a data analytic consultant. He has published in peer-review journals and his main areas of interest are research methodology, advanced qualitative and quantitative analyses, and meta-analytic research.

Maryam Kogani, Allameh Tabataba’i University, Tehran, Iran

PhD Candidate of Applied Linguistics, Allameh Tabataba’i University, Tehran, Iran. Her areas of interest include second language teacher education and educational psychology.

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