The Effect of Emotional Intelligence and Self-Efficacy Awareness on EFL Teachers’ Pedagogical Practices: A Qualitative Study in the Saudi EFL Context
DOI:
https://doi.org/10.17507/jltr.1406.16Keywords:
EFL teachers’ performances, emotional intelligence, self-efficacy, situated learning theory, Saudi EFL contextAbstract
The study aims to explore the EFL Saudi teachers’ perceptions of awareness of emotional intelligence (EI) and self-efficacy. It aims to explore the EFL teachers’ awareness of EI and self-efficacy that might influence their performances in EFL classrooms. Moreover, the study examines EI and self-efficacy strategies used by EFL teachers to aid them in their classrooms. The study uses a qualitative paradigm by collecting data using two tools: a workshop and follow-up semi-structured interviews. The data were collected at a Saudi university’s English Language institute. The sample consisted of six Saudi EFL teachers. The findings reveal that teachers have positive perceptions of the awareness of EI and self-efficacy. In addition, teachers utilized their social surroundings in attempting to understand their students’ needs to facilitate the learning process. Despite being unfamiliar with technical terms, teachers’ responses were aligned with the cornerstones of EI and self-efficacy. Teachers emphasized the role of gaining knowledge through their experiences which thus helps them in their pedagogical practices. Based on the findings of the study, pedagogical implications and future research recommendations were suggested.
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