EFL Teachers’ Affective Competencies and Their Relationships with the Students

Abstract

A number of investigators highlight the affective competencies of teachers explaining that they directly impact student learning (Olson and Wyett in Education, 120:741–74, 2000). A lack of affective skills can be detectable in many educators and a teacher cannot be considered effective if he or she ignores the affective domains (Aydın et al. in Anadolu University Journal of Social Sciences, 9:263–280, 2009). Affective teaching should underscore the superior role of emotions in order to enhance reasoning and enrich students’ integrative qualities (Zhang and Lu in International Journal of Psychological Studies, 1:35–41, 2009). Undesirable emotions may impede gaining new knowledge, therefore more insight into the significance of emotional literacy appears to be indispensable. This study examines the relationship between the level of emotional intelligence (EI) of foreign language teachers and their success in terms of classroom interaction. Moreover, the importance and value of a positive teacher-student relationship is investigated. For this purpose, 20 secondary school teachers of the English language together with their students (493) in Częstochowa were chosen. Initially, the teachers were asked to take a test on emotional intelligence (TIE 1.0 test). Simultaneously, a questionnaire was completed by each student with the aim of evaluating the students’ attitude towards a given teacher and 4 selected teachers were interviewed (2 presenting a high level of emotional intelligence and 2 presenting a low level of the concept in question). The results indicate that a teacher with a higher level of EI has a much better relationship with students, which in turn results in an emotionally friendly environment where students are able to acquire their knowledge in a faster way.

Appendices

Appendix 1

Last night Agata was assaulted on the street. Luckily she managed to escape an aggressive assailant. The following day, while meeting her friends, she behaves in an easy-going way, she even smiles. Do you think that:

• (a) the assault did not make any difference to her

  1 …… 2 …… 3 …… 4 …… 5

• (b) she tries to deal with damming the emotions up

  1 …… 2 …… 3 …… 4 …… 5

• (c) she has already overcome the stress

  1 …… 2 …… 3 …… 4 …… 5

In the second part the participants ought to apply their ability to use and regulate emotions, e.g.:

Again Iza’s latest job application has been rejected. She is tired with these fruitless attempts to find a job. How should she spend the afternoon so as to get back a good mood?

• (a) to go for a drink with her friends

  1 …… 2 …… 3 …… 4 …… 5

• (b) once again concentrate and work on improving her CV and letters of application

  1 …… 2 …… 3 …… 4 …… 5

• (c) watch TV

  1 …… 2 …… 3 …… 4 …… 5

Appendix 2

Questionnaire

Age…….…..

Sex…………

2.1 Characteristics of the teacher-student relationship

Respond to the following statements using the scale from 1 to 5 where: 1—‘strongly disagree’ and 5—‘strongly agree’.

		1	2	3	4	5
1.	I have got a good contact with my teacher
2.	I would like to have a better relationship with my teacher
3.	The teacher devotes his/her attention equally to all of the students
4.	The teacher is of assistance inside and outside the classroom
5.	The teacher encourages and motivates students to learn a foreign language
6.	The teacher eagerly listens about the students’ problems
7.	The teacher has a friendly and warm approach to the students
8.	The teacher talks to the students in an appropriate way
9.	The teacher treats the students with respect
10.	The teacher takes an interest in the students
11.	The teacher lets the students freely express their thoughts and feelings
12.	The teacher takes initiative in showing appropriate interest in a student’s private life
13.	The teacher takes into account the students’ opinions
14.	The teacher tries to assist the students who need help
15.	The teacher displays empathy towards the students
16.	The teacher is receptive to constructive criticism in a skillful way
17.	The teacher treats fairly all the students
18.	The teacher permits ‘a free discussion’ to take place during the classes

Thank you for completing the questionnaire!

Appendix 3

3.1 Interview conducted with the selected teachers

No.	Questions asked during the interview
1.	How old are you? How long have you been working as a teacher?
2.	How good are you as a teacher? From 1 to 6 assess yourself selecting the correct number (1—a very bad teacher; 6—a very good teacher)
3.	Using 5 adjectives describe what kind of teacher you are
4.	Who is ‘a student’ to you?
5.	How would you describe your attitude towards the students?
6.	How are you perceived by the students? Give a few expressions that come to your mind
7.	What would you like to change in your attitude/approach towards the student?
8.	Where is your success teaching? How do you teach to ‘really teach?’
9.	Do you pay attention to emotional side of your students?
10.	Do you know what emotional intelligence is?
11.	Would you like to increase your level of EI? Why yes/no?

3.2 Interviews with the selected teachers (answers by interview questions)

3.2.1 High level of emotional intelligence

	Teacher No. 1	Teacher No. 2
Q1	Male, 39, 14 years of experience	Female, 35, 12 years of experience
Q2	5—there is always something that needs improvement, e.g. taking advantage of the latest technology in teaching (something I am working on at the moment)	Between 4 and 5
Q3	I hope that I am creative, inspiring, motivating, fair, and eager to introduce innovations	I am a student-friendly person but demanding at the same time. I try to treat all my students fair and make the process of teaching English enjoyable
Q4	What comes to my mind is the world of sport in which my role is to help a student in his or her development, to find motivation and willingness to learn. Also, I need to show the right, effective and quicker way to succeed without offering just one possible solution. The teacher is a bit like a coach and a student is like plasticine which is used to create something nice together—but only together, otherwise the result is not as desired	The learner is somebody who needs respect. It is obvious that we must expect a lot but on the condition that he or she is constantly guided and prepared
Q5	I try to find a balance between being a teacher and being a friend (however, I personally prefer the term “a coach”), which may differ from student to student	I provide the students with more help if it is needed. I do understand when I am expected to do that. I motivate to take action and reward their effort
Q6	That’s not actually a question to me. I hope, that my assistance is useful; maybe I have inspired a few students. I don’t think that they are particularly afraid of me; on the other hand they are aware that my policy of giving them ‘pluses’ and minuses’ means that there is always the slightest reaction to their engagement and lack of it	Friendly, with a positive attitude, creative—it’s hard to assume their points of view
Q7	I am thinking about taking more advantage of new technology. I’ve just come back from the course devoted to it and I can see that we are a bit behind, compared to England for example	I’d like to devote much more time for practical side of the language. There is not much time for that as the main thing is to prepare them well for the exams. But students must know how to use the English language in a communicative way and not only doing automatically grammar exercises
Q8	I believe in the rule ‘step by step’. What also matters is variety in achieving a goal. The most important aspect, however, is the student’s inner motivation	It is commonly known that good preparation, interesting lessons and the ability to motivate students are predominantly a key to successful teaching. But while teaching I believe in partnership; I expect but not only from them but from myself as well
Q9	Yes, however, it’s not so easy when you work with a large group. Anyhow, some dose of plasticity to set rules is very useful	It often happens that a student is not present, daydreams and worries about something. If I see that he is not ready to cooperate for the time being, I do not push but observe and try to bring him back to reality by engaging him in something interesting
Q10	I’ve read two Daniel Goleman’s books on this subject, if I remember correctly. I believe that in the future emotional side of teaching and learning will be taken into consideration	Not precisely, although the term rings a bell. That’s probably something connected with wisdom and knowledge what, how, and when to feel appropriately
Q11	Yes, I would. I think you can shape it through the whole life. Of course, there are certain psychological conditions in the case of each person but a training, even the basic one, would come in handy	Of course. A training how to control and manage your negative emotions is always and everywhere welcomed

3.2.2 Low level of emotional intelligence

	Teacher No. 3	Teacher No. 4
Q1	Female, 38, 14 years of experience	Female, 41, 17 years of experience
Q2	5	5
Q3	I am rather strict and prefer to stick to the set rules	Demanding, direct, fair, consistent, businesslike
Q4	The learner is a person who, taking advantage of my knowledge and abilities, undergoes training	He or she is a customer who has to be served while I am doing my job
Q5	Businesslike (definitely) and, as I said earlier, sticking to my rules	I am distant. I do not open up in front of them. I am just at work which I need to do
Q6	They say (that’s what I think) that I am a teacher who keeps distance. I am not fond of becoming too friendly with my students for the reason that they can take advantage of it what may interrupt the process of teaching	I am said to be a demanding, distanced and businesslike person
Q7	I don’t know. I’ve put so much work in order to achieve what I have achieved that now I base my teaching on that	Nothing. In my opinion, I do my job efficiently
Q8	I expect not only from my students but from myself as well	I fully get involved. Everything is well-organised. A lesson, which lasts 45 min., is fully taken advantage of
Q9	I try but everyone must know how to close the door behind in certain moments in life. I forget about my private life and I think they do the same. There are far too many of them to ask everyone how and what they feel	Yes, I do but that’s some kind of disturbance in the process of teaching. I feel overwhelmed then, disorganised by the lack of progress during the lesson. The core curriculum does not let us do anything additionally and you have to strictly stick to the plan of the lesson
Q10	I’ve only seen the cover of the book written by Daniel Goleman. I guess I know what it means	I believe I do but it may turn out that I don’t
Q11	It depends what you mean. Do you mean the emotions shown at work—at school—or in my private life? In my private life, why not? But when it comes to school, as I said previously, I concentrate on teaching and put my emotions aside	No. I think that my EI is on an appropriate level