The Relationship between Iranian EFL Teachers' Emotional Intelligence and Their Self-Efficacy in Language Institutes.

By F. Moafian, A. Ghanizadeh. 2009

157 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2ffc234b5a31af1e452472d87ceebcdd4fb2e7f0

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In Education

1. Ali Derakhshan
2. Vincent Greenier
3. Rezvan Zonoubi
4. Jalil Fathi
5. Swee Heng Chan
6. S. Raoofi
7. Abbass Eslami Rasekh
8. Marzieh Bagherkazemi

In Social Psychology

1. Christopher P. Neck
2. Jeffery D. Houghton
3. Charles C. Manz
4. Vincent Greenier
5. Ali Derakhshan
6. Jalil Fathi
7. Marzieh Bagherkazemi
8. P. Birjandi

Citations in the corpus

• EFL teacher self-efficacy development in professional learning communities (2017, background): “Several correlational studies in EFL contexts have reported a positive relationship between teachers’ self-efficacy and their emotional intelligence (Moafian & Ghanizadeh, 2009; Rastegar & Memarpour, 2009), perceived language proficiency (e.g., Chac on, 2005; Choi & Lee, 2016; Eslami & Fatahi,…”
• Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, background): “Moafian and Ghanizadeh (2009) found that there is a significant relationship between EFL participants’ emotional intelligence and their self-efficacy.”
• Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “Fabio and Palazzeschi (2008) as well as Moafian and Ghanizadeh (2009) have also reported the positive correlation between teacher self-efficacy and emotional intelligence.”
• The Relationship between Iranian EFL Teachers' Critical Thinking Ability and their Professional Success (2010, background): “Among those investigated, one can refer to EFL teachers’ multiple intelligences (Pishghadam & Moafian, 2007), emotional intelligence (Hashemi, 2008), and self-efficacy (Moafian & Ghanizadeh, 2009).”
• Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? (2018, unknown): “connected to stronger teacher self-efficacy (Moafian and Ghanizadeh 2009) and stronger emotion-regulation skills during teaching (Gregersen et al.”
• Effective Stress Management (2012, result): “Recent research has provided some empirical evidence in support of this relationship (e.g., Moafian & Ghanizadeh, 2009).”