The Relationship between Spiritual Intelligence and Efficacy among Iranian EFL Teachers

Owing to the importance of teacher’s impact on the students’ motivation, achievement, and academic success, this study is an attempt to explore the relationship between EFL (English as a foreign language) teachers’ spiritual intelligence and their level of efficacy. To this end, two questionnaires,...

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Bibliographic Details
Published in:Theory and practice in language studies 2018-01, Vol.8 (1), p.67-73
Main Authors: Marghzar, Simin Hashemi, Marzban, Amir
Format: Article
Language:English
Subjects:
Academic Achievement
Burnout
Emotional Intelligence
English as a second language instruction
English language learners
Intelligence
Intelligence (Psychology)
Job satisfaction
Language Proficiency
Leadership
Motivation
Psychological aspects
Reflective Teaching
Religious aspects
Second language teachers
Self efficacy
Spirituality
Teacher education
Teaching
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Summary:Owing to the importance of teacher’s impact on the students’ motivation, achievement, and academic success, this study is an attempt to explore the relationship between EFL (English as a foreign language) teachers’ spiritual intelligence and their level of efficacy. To this end, two questionnaires, the Spiritual Intelligence Self-Report Inventory (SIRI-24) (King, 2008), and the ELT Teacher Efficacy Instrument (ELTEI) (Akbari& Tavassoli, 2014), were distributed among 148 male and female EFL teachers working at different contexts including university, school, and private language institute in Mashad, Quchan, Shirvan, and Qaemshahr, Iran. Pearson product-moment correlation and an independent T-test were used for analysis of the data. The findings of the study revealed that there was a positive significant relationship between teacher spiritual intelligence and teacher efficacy. Moreover, there is a significant difference between male and female teachers regarding their personal meaning production.
ISSN:1799-2591
2053-0692
DOI:10.17507/tpls.0801.09