The Relationship between EFL Teachers’ Emotional, Social, Cultural and Spiritual Intelligence

Authors

  • Nadimeh Esfandiari Islamic Azad University, Tehran North Branch
  • Jahanbakhsh Nikoopour Islamic Azad University, Tehran North Branch

Keywords:

Key words, Trait emotional, social, cultural, spiritual intelligence

Abstract

Effective teaching as the desired goal of EFL teachers is influenced by many different teacher-related variables such as types of intelligences.  The purpose of this study was to investigate the relationship between EFL teachers’ emotional, social, cultural and spiritual intelligence in EFL contexts. Thus, the study was based on a descriptive correlational survey design. A total of 126 EFL teachers were selected based on random sampling from various schools and English language institutes in Tehran. The EFL teachers were required to answer self-report questionnaires for being assessed in their emotional, cultural, social, and spiritual intelligence based on the Emotional Intelligence Questionnaire (TEIQue), Cultural Intelligence Scale (CQS), Tromsø Social Intelligence Scale (TSIS), and Integrated Spiritual Intelligence Scale (ISIS) respectively. Other variables such as gender, university degree, and teaching experience were also investigated. The results revealed that the correlation between all four types of intelligence was significant but in all cases, the coefficient was moderate. In further analysis, gender made a significant difference only in trait emotional intelligence, but not in their cultural, social, and spiritual intelligence. University degree caused a significant difference in social and trait emotional intelligence, but not in cultural and spiritual intelligence. However, teaching experience and age made a significant difference in all four variables under the study.

 

Author Biographies

Nadimeh Esfandiari, Islamic Azad University, Tehran North Branch

Nadimeh esfandiari is an MA holder in applied linguistics.She has been a language teacher at schools and various English language institutes for about 10 years. Her research interests include teacher professional development, language testing, reading in a foreign language, and language learning strategies. She has participated in some international and domestic conferences.

Email Address: leilaesfandiari7@gmail.com

Jahanbakhsh Nikoopour, Islamic Azad University, Tehran North Branch

Jahanbakhsh Nikoopour is an assistant professor in applied linguistics. His research interests include language assessment, teacher education, factors influencing language learning, and material development. He has published articles on a variety of domestic and international academic journals and presented many papers in international and national conferences. He teaches courses at BA, MA and PhD level in applied linguistics, TESOL, and academic writing at Islamic Azad University, Tehran-North Branch, in Iran.

Email Address: j_nikoopour@iau-tnb.ac.ir

References

• Albrecht, K. (2006). Social Intelligence: The New science of Success. San Francisco, CA: Jossey-Bass.American children? The High School Journal, 91(1),6-28.

• Amram, Y. & Dryer, C. (2007). The Development and Preliminary Validation of the Integrated Spiritual Intelligence Scale (ISIS). Palo Alto, CA: Institute ofTranspersonal Psychology Working Paper.

• Ang, S., Van Dyne, L., Koh, C., Ng, K., Templer, K.J., Tay, C., & Chandrasekar, N.A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation, and task performance. Management and Organization Review, 3, 335–371.

• Brislin,R. Worthley,R.& Macnab, B.(2006). Cultural intelligence: Understanding behaviors that serve people’s goals. Group and Organization Management, 31,40-55.

• Cherniss, C. (2000). Emotional Intelligence: What it is and Why it Matters. Journal of Managerial Psychology, 18(8), 788-813.

• Chidolue, M. E. (1996). The relationship between teacher characteristics, learning environment and student achievement and attitude. Studies in Educational Evaluation, 22, 263-74.

• Compton, W. C. (2005). Introduction to Positive Psychology. Belmont, CA: Wadsworth.

• Dincer, M. K. (2007). Educators Role as Spiritually Intelligent Leaders in Educational Institutions. International Journal of Human Sciences, 4 (1). Accessed on August 23, 2009 from www.insanBilimleri.com/en

• Donahue, M. J., & Benson, P. L. (1995). Religion and the Well-Being of Adolescents. Journal of Social Issues, 51(2), 145-160.

• Earley, C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford, CA: Stanford Business Books.

• Emmons, R. A. (2000). Is Spirituality an Intelligence? Motivation, Cognition, and the Psychology of Ultimate Concern. International Journal for the Psychology ofReligion, 10(1), 3-26.

• Ford, M. E. & Tisak, M. S. (1983). A Further Search for Social Intelligence. Journal of Educational Psychology, 75 (2), 196-206.

• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

• Gardner, H. (1999). Intelligences reframed: Multiple intelligences in the 21st century. New York: Basic Books.

• Geula, K. (2004). Emotional Intelligence and Spiritual Development. Paper Presented atThe Forum for Integrated Education and Educational Reform, Santa Cruz, CA,October 28-30. Accessed on June 2, 2009 fromhttp://chiron.valdosta.edu/whuitt/CGIE/guela.pdf.

• Goleman, D. (1996). Emotional Intelligence. London: Bloomsbury.

• Goleman,D. (1998).Working with emotional intelligence. New York: Bantam Books.

• Goleman, D. (1997). Emotional Intelligence. New York: Bantam Books Inc.

• Ishak, N. (1995). Pola Tekanan, Punca Tekanan, Personaliti dan Cara Menangani Tekanan. Jurnal Pendidikan, 10, 73-91.

• Joncich, G. M. (1962). Science: Touchstone for a New Age in Education. In G. M. Jonçich (ed.), Psychology and the Science of Education: Selected Writings ofEdward L. Thorndike. New York: Columbia Teachers College Press.

• Leigh, A. (2007). Estimating teacher effectiveness from two-year changes in students’ test scores. Available at http://econrsss.anu.edu.au/~aleigh/pdf/TQPanel.pdf.

• Magida, A. (2006). Opening the Doors of Wonder: Reflections on Religious Rites of Passage.University of California Press, Berkeley. Accessed on Dec 20th 2009from http://www.loc.gov/catdir/enhancements/

• Margaret, M. (2005). Meaningful Management. The Latest Thinking on Leadership Focuses on Tapping In to the Universal Desire for Meaning and Purpose in Life. Accessed Nov 5th 2009 from http://www.personneltoday.com/article.

• Marlowe, H.A. (1986). Social intelligence: evidence of multidimensionality and construct independence. Journal of Educational Psychology, 78, 52–58.

• Mayer, J. D., & Cobb, C. D. (2000). Educational Policy on Emotional Intelligence: Does it Make Sense? Educational Psychology Review, 12(2), 163-183.

• Mayer, J. D., & Geher, G. (1996). Emotional Intelligence and the Identification of Emotion. Intelligence, 22(2), 89-113.

• Mayer, J. D., Caruso, D., & Salovey, P. (1999). Emotional Intelligence MeetsTraditional Standards for an Intelligence. New York: Port Chester.

• Mayer, J. D.,Caruso, R. R., & Salovey, P. (2000), "Emotional intelligence meets traditional standards for an intelligence". Intelligence, Vol. 27, PP. 267–298.

• Mayer, J. D., Salovey, P., & Caruso, D. R. (2000) Models of emotional intelligence. In G. Fletcher & M. Clark (Ed.), The Blackwell handbook of social psychology. Blackwell Publications.

• Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring Emotional Intelligence with the MSCEIT V2.0. Emotion, 3, 97-105.

• Mehrabian, A. (2000). Beyond IQ: Broad-Based Measurement of Individual Success Potential or "Emotional Intelligence". Genetic Social and General PsychologyMonographs, 126(2), 133-240.

• Murnane, R., Singer, J., Willett, J., Kemple, J., & Olsen, R. (1991). Who will teach? Policies that matter. Cambridge, MA: Harvard University Press.

• Needels, M. C. (1991). Comparison of student, first-year, and experienced teachers’ interpretations of a first-grade lesson. Teaching and Teacher Education, 7(3), 269–278.

• Ng, K. Y., & Earley, P.C. (2006). Culture and intelligence: old constructs, new frontiers. Group and Organization Management, 31, 4-19.

• Petrides, K.V. & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425-448.

• Plucker, J. A. (2004). Generalization of Creativity across Domains: Examination of The Method Effect Hypothesis. The Journal of Creative Behaviour, 38(1), 1-12.

• Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington: Economic Policy Institute.

• Saarni, C.(2007). The development of emotional competence: Pathways for helping children to become emotionally intelligent. In R.Bar-On, J.G. Maree, & M.J.Elias (Eds.), Educating people to be emotionally intelligent (pp. 15-35).

• Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211.

• Schmidt, F. L., & Hunter, J. E. (2000), "Select on intelligence", In E. A. Locke (Ed.), The Blackwell handbook of organizational principles: 3–14. Oxford: Blackwell.

• Seybold, K. S., & Hill, P. C. (2001). The Role of Religion and Spirituality in Mental and Physical Health. Current Directions in Psychological Science, 10(4), 21.

• Sharp, P. (2001). Nurturing Emotional Lliteracy: A Practical Guide for Teachers, Parents, and Those in the Caring Professions. London: David Fulton Publishers.

• Silvera, D., Martinussen, M., & Dahl, T. I. (2001). The Tromsø Social Intelligence Scale: A Self Report Measure of Social Intelligence. Scandinavian Journal of Psychology, 42(4), 313-319.

• Singh, D. (2006). Emotional intelligence at work: A Professional Guide. New Delhi: Sage Publications Pvt. Ltd.

• Sternberg, R.J. (2000). Handbook of intelligence. New York: Cambridge University Press.

• Thomas,D.& Inkson,K.(2003). Cultural Intelligence. Sanfrancisco: Berrett- Koehler Publishers.

• Thomas, D., & Inkson, K. (2004). Cultural intelligence: People skills for global business. San Francisco, CA: Berrett-Koehler Publishers.

• Thorndike, E. L. (1930). The right use of leisure. Journal of Adult Education, 2, 31-32.

• Thorndike, E.L. (1920). Intelligence and its use. Harper's Magazine, 140, 227-235.

• Zirkel, S. (2000). Social Intelligence: The Development and Maintenance of Purposive behaviour - The Handbook of Emotional Intelligence. San Francisco, CA:Jossey-Bass.

• Zohar, D. & Marshall, I. (2000). SQ Spiritual Intelligence: The Ultimate Intelligence. London: Bloomsbury.

• Zohar, D., & Marshall, I. (2004). Spiritual Capital: Wealth we can Live. San Francisco: Berrett-Koehler.

Downloads

Published

2015-12-15

How to Cite

Esfandiari, N., & Nikoopour, J. (2015). The Relationship between EFL Teachers’ Emotional, Social, Cultural and Spiritual Intelligence. Asian Journal of Humanities and Social Studies, 3(6). Retrieved from https://ajouronline.com/index.php/AJHSS/article/view/3083