چکیده

The present survey was an attempt to reveal a possible relationship between EFL (English as a foreign language) teachers’ spiritual intelligence scores and their level of autonomy in teaching. For this goal, two questionnaires, the Spiritual Intelligence Self-Report Inventory (SIRI-24) (King, 2008), and the Teacher Autonomy Scale (TAS) developed by Çolak (2016) were distributed among some fifty male and female EFL teachers working at different contexts including private language institute and public schools in Sabzevar, Iran. Via a mixed-method research design, data were analyzed first through Pearson product-moment correlation and a subsequent semi-structured interview among another ten teacher participants. The findings of the study revealed that there was no significant relationship between teachers’ spiritual intelligence and their autonomy unless in one subscale of SI - Discovery of personal meaning- which was positively correlated with TAS scores among sampled teachers (p<.05). Moreover, the findings also revealed that the higher the teachers’ SI, the more they provided appropriate solutions to the learning difficulties of the EFL learners compared with those with lower SI.

کليدواژه ها

EFL Teachers, Spiritual Intelligence, Teachers Autonomy, Spiritual Awareness.

کد مقاله / لینک ثابت به این مقاله

برای لینک دهی به این مقاله، می توانید از لینک زیر استفاده نمایید. این لینک همیشه ثابت است :

نحوه استناد به مقاله

در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Fatemeh Baradaran , 1398 , Mapping Iranian EFL Teachers Spiritual Intelligence on their Autonomy in Teaching , اولين کنفرانس بين المللي مطالعات زبان انگليسي