Emotional intelligence and teacher efficacy: a study of Turkish EFL pre-service teachers

Abstract

This study investigated the relationship between emotional intelligence and teacher efficacy among 90 English language pre-service teachers from a university in Turkey. Data sources included Tschannen-Moran and Woolfolk-Hoy’s Teachers’ Sense of Efficacy Scale and Reuven Bar-On’s Emotional Quotient Inventory. The findings indicated that Turkish EFL pre-service teachers felt more efficacious in managing the class rather than in making the class enjoyable. The findings also showed that the pre-service teachers scored highest in the stress tolerance and assertiveness competencies, but lowest in independence and self-regard in terms of emotional intelligence (EQ). Findings revealed a significant, positive relationship between EQ and pre-service teachers’ efficacy. The greatest correlation is between the interpersonal EQ subscale and the engagement efficacy subscale. On the other hand, both adaptability EQ scale and stress management EQ scale scores were not significantly correlated with the three efficacy subscales.

Keywords:

• self-efficacy
• English language pre-service teachers
• emotional intelligence