Emotional Intelligence and Self-Efficacy: Perspectives of Iranian Female EFL Teachers in Building Their Teacher Immunity

Authors

  • Farhad Khabazian Islamic Azad University of Urmia, Department of English Language, Iran
  • Seyyed Hossein Kashef Islamic Azad University of Urmia, Department of English Language, Iran

https://doi.org/10.35974/acuity.v10i2.3736

Keywords:

Teacher Immunity, Self-Efficacy, Emotional Intelligence, Female EFL Teachers

Abstract

Teacher Immunity is one of the essential factors for successful language teaching in educational
contexts. This study aimed to explore the factors which positively contributed to female EFL teachers’
Emotional Intelligence and Self-Efficacy as predictors of their Teacher Immunity in Iranian EFL
contexts. A qualitative interview design was adopted to address the research questions. Furthermore, a
convenience sampling technique was employed to select 15 female EFL instructors from various foreign
language institutes in Urmia city. A semi-structural interview questionnaire was used to collect data for
the current study. Additionally, Thematic Data Analysis was employed to extract major themes from the
comments and expressions of the participants. Based on themes emerged from female EFL teachers’
comments, self-awareness, effective communication, building a good rapport and conflict management
factors could positively predict EFL instructors’ teacher immunity. In addition, confidence in teaching,
availability of resources and materials, teaching experience and persuasion of instructors were the
factors of female EFL teachers’ self-efficacy which could positively predict their teacher immunity in
EFL contexts.

Article Metrics

Downloads

Download data is not yet available.

References

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Derakhshan, A., Wang, Y., Wang, Y., & Ortega Martín, J. L. (2023). Towards innovative research approaches to investigating the role of emotional variables in promoting language teachers’ and learners’ mental health. International Journal of mental Health Promotion.

Dörnyei, Z., & Griffee, D. T. (2010). Research methods in applied linguistics. TESOL Journal, 1(1), 181-183.

Gooran, M., Soleimani, H., Alavi, M., & Jafarigohar, M. (2023). EFL teachers’ immunity: a case of online language teaching. Journal of Multilingual and Multicultural Development, 44(10), 908-927.

Haji Jalili, M., Sepehri, M., & Shafiee, S. (2023). Relationship among Self-efficacy, Emotional Intelligence, and Teachers’ Immunity: The Case of Iranian Language Centers and Public Schools. Journal of Language and Translation, 13(1), 115-130.

Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.

Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423.

Hölscher, S. I., Gharaei, N., Schachner, M. K., Ott, P. K., & Umlauft, S. (2024). Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms. Teaching and Teacher Education, 138, 104425.

Kergides, K., & Sachs, K. (2021). Qualified Immunity Shields Public High School Coach and Athletic Trainer from Liability. Hackney Publication.

Koko, M., & Nkemjika, C. V. (2021). The concept of tort liability in education: What the teacher should know. European Journal of Education Studies, 8(6).

Li, J., Xue, E., & Li, K. (2023). Exploring the Challenges and Strategies of the Sustainable Development of Female Teachers in China’s World-Class Universities: Stakeholder Perspectives. Sustainability, 15(4), 3488.

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.

Noughabi, M. A., Amirian, S. M. R., Adel, S. M. R., & Zareian, G. (2020). The association of experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy. Current Psychology, 1-10.

Nousheen, A., Zia, M. A., & Waseem, M. (2024). Exploring pre-service teachers’ self-efficacy, content knowledge, and pedagogical knowledge concerning education for sustainable development. Environmental Education Research, 30(3), 321-333.

Olaleye, B. R., & Lekunze, J. N. (2024). Emotional intelligence and psychological resilience on workplace bullying and employee performance: a moderated-mediation perspective. Journal of Law and Sustainable Development, 12(1), e2159-e2159.

Rezapoor, F., & Mohammadzadeh, A. (2024). Investigating the Relationship between Teacher Resilience, Teacher Immunity and Emotional Intelligence among Iranian EFL Teachers. Research in English Language Pedagogy, 12(1), 77-97.

Sariçoban, A., & Kirmizi, Ö. (2021). Language Teacher Immunity: Insights from Turkey. International Online Journal of Education and Teaching, 8(2), 1172-1189.

Songhori, M. H., Ghonsooly, B., & Afraz, S. (2020). Immunity among Iranian EFL Teachers: Sources, impacts, and the developmental path. Journal of Language Horizons, 4(2), 211.

Valente, S., Veiga-Branco, A., Rebelo, H., Lourenço, A. A., & Cristóvão, A. M. (2020). The relationship between emotional intelligence ability and teacher efficacy. Universal Journal of Educational Research. 8(3):916-923

Woodcock, S., Hitches, E., & Jones, G. (2019). It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research, 9(7), 107-118.

Yang, D. (2022). Unpacking the role of Chinese EFL teacher aggression and burnout in their professional success: A teachers’ psychology perspective. Frontiers in psychology, 13, 100-252.

Downloads

Published

2025-02-11

How to Cite

[1]
F. Khabazian and S. H. . Kashef, “Emotional Intelligence and Self-Efficacy: Perspectives of Iranian Female EFL Teachers in Building Their Teacher Immunity”, JELPEDLIC, vol. 10, no. 2, pp. 229 - 244, Feb. 2025.