The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers

By M. Rastegar, S. Memarpour. 2009

126 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4210ecffb3cd11b9b8fba4c1bec4f2193561e1af

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Rezvan Zonoubi
2. M. Wyatt
3. Abbass Eslami Rasekh
4. Mansoor Tavakoli

In Experimental and Cognitive Psychology

1. M. Wyatt
2. Mansoor Tavakoli

In Social Psychology

1. M. Wyatt
2. Mansoor Tavakoli

Citations in the corpus

• Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “While Richardson (1996) argues that the impact of formal education on teachers’ beliefs is limited, large-scale reviews on learning to teach (Wideen, Mayer-Smith, and Moon 1998 – 93 studies) and language teacher cognition (Borg 2003 – 64 studies, some of which related to learning to teach) have sugg”
• EFL teacher self-efficacy development in professional learning communities (2017, background): “…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, 2008; Yilmaz, 2011), motivation…”