EFL Teacher Psychology

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Analysis of the Relationship between Occupational Stress and Emotional Intelligence of EFL Teachers Abstract The aim of this study was to examine and evaluate the occupational stress and emotional intelligence of teachers with different teaching experience and educational levels, and to study their relation with demographic features. Moreover, the study investigated how demographic features of EFL teachers may influence the occupational stress level and also emotional intelligence grade. The sample of study included 192 EFL teachers. The research is a descriptive study in which two questionnaires of Perceived Stress Level (Cohen et al., 1983) and Schutte Self Report Emotional Intelligence Test (Schutte et al., 1998) were used in data collection…show more content…
Kyriacou (2011) proposed the definition of teachers’ occupational stress as “the experience by teachers of unpleasant negative emotions, resulting from aspects of their work as a teacher which is triggered by a perception of threat in dealing with the demands made upon them”(p.1). Teachers, especially those English language teachers, face with a high level of stress and tension. According to Kyriacou (2000) teaching specifically in school context is recognized to be among those high-stress occupations. Moreover, Hepburn and Brown (2001) claimed that teachers usually bear the burden of stress caused by the everyday life activities and educational systems. The great amount of occupational stress EFL teachers experience can be the main source of health issues of teachers and consequently the…show more content…
Those studies conducted with the aim of improving the job satisfaction, decreasing occupational stress, and gradually increasing performance and commitment (Steger, 2013). The EFL teachers’ stress may influence the job satisfaction which affects their performance and effectiveness (Jepson & Forrest, 2006). Working on the sources of occupational stress Nagra and Arora (2013) claimed that those stress-free teachers play a more effective role in classroom which can form an interesting and challenging environment for students. The number of studies on occupational stress of teachers (such as Boyle, Borg, Falzon & Baglioni, 1995; Forlin, 2001; Friedman, 1991, 1999; Fuller, 1969; Kyriacou, 2000, 2011; Pithers & Soden, 1998; Putter, 2003; Selye, 1976; Travers, 2001) represent the importance of the topic and the necessity of providing sufficient in-service training. The study was conducted in order to arrive at a better understanding of the EFL teachers’ stress and their level of emotional intelligence through investigation of the occupational stress level among the teachers of English language and to find how this is affected by the teachers’ demographic

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