Dewaele, JM and Gkonou, C and Mercer, S (2018) Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? In: Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, pp. 125-141. ISBN 9783319754383. Official URL: https://doi.org/10.1007/978-3-319-75438-3_8
Dewaele, JM and Gkonou, C and Mercer, S (2018) Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? In: Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, pp. 125-141. ISBN 9783319754383. Official URL: https://doi.org/10.1007/978-3-319-75438-3_8
Dewaele, JM and Gkonou, C and Mercer, S (2018) Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? In: Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, pp. 125-141. ISBN 9783319754383. Official URL: https://doi.org/10.1007/978-3-319-75438-3_8
Abstract
Emotions are a key part of language education for all stakeholders. Yet, to date, learner emotions have been studied more frequently than those of teachers. In this chapter, we argue that it is crucial to investigate teachers’ management of their own emotions and examine any possible links with their classroom practices. We use the metaphor of teachers being like orchestra conductors, attuned to—and regulating—the emotions in the classroom. Using an online questionnaire, we collected quantitative feedback concerning classroom behaviours from 513 ESL/EFL teachers from around the world. Independent variables included Trait emotional intelligence (EI), years of teaching experience, general English proficiency and gender. Statistical analyses revealed that Trait EI and teaching experience were positively linked with levels of self-reported creativity, classroom management, and pedagogical skills and negatively linked with predictability. Level of English proficiency was only positively linked to self-reported creativity and gender had no effect. Reflecting on the implication of these findings suggests that training in emotional competences could improve the effectiveness of (trainee) teachers’ classroom practices and, ultimately, also their professional well-being.
Item Type: | Book Section |
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Subjects: | L Education > L Education (General) P Language and Literature > P Philology. Linguistics |
Divisions: | Faculty of Social Sciences Faculty of Social Sciences > Language and Linguistics, Department of |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 01 Nov 2018 16:39 |
Last Modified: | 16 May 2024 19:27 |
URI: | http://repository.essex.ac.uk/id/eprint/23372 |
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Filename: Dewaele_Gkonou_Mercer_Springer.pdf