Relationship Between Pre-service English Teachers’ Emotional Intelligence And Teaching Efficacy

With the promotion of positive psychology,more and more scholars begin to pay attention to the influence of emotional intelligence in second language acquisition and foreign language teaching.In recent years,researchers have begun to explore the relationship between teachers’emotional intelligence and teaching efficacy,so as to promote teacher’ professional development.Given that the existing research in this field focuses on in-service teachers,there are few data on pre-service teachers,especially pre-service English teachers.Therefore,based on the social cognitive theory,multiple intelligence theory and self-efficacy theory,this study explores the relationship between pre-service English teachers’ emotional intelligence and teaching efficacy,and provides practical suggestions for foreign language teaching.110 pre-servcie English teachers participated in this study.This study adopts both quantitative and qualitative methods,employing questionnaire and semi-structured interview as research instruments.The questionnaires include The Emotional Intelligence Questionnaire and The Teachers’ Teaching Efficacy Questionnaire.The research questions are as follows:(1)What is the current level of pre-service English teachers’ emotional intelligence?(2)What is the current level of pre-service English teachers’ teaching efficacy?(3)What is the relationship between pre-service English teachers’ the emotional intelligence and the teaching efficacy?After data processing and analysis,the conclusions are drawn as follows.Firstly,most pre-service English teachers emotional intelligence are at a high level.Among its four dimensions,self emotional appraisal,others’ emotional intelligence,use of emotion are all at a high level,while the forth dimension,regulation of emotion is at a middle level,which means that most pre-service English teachers can understand their emotions and use it to process related problems,but there exist large individual differences among them.Secondly,pre-service English teachers’ teaching efficiency is at a medium level,and the level of personal teaching efficiency is higher than general teaching efficiency.Thirdly,there is a significant positive relationship between emotional intelligence and teaching efficacy.What’s more,the positive relationship exists between four sub-dimensions of emotional intelligence and the six sub-dimensions of teaching efficacy in different degrees.Moreover,emotional intelligence can predict teaching efficacy.The R square value is 0.722,which indicates that 72.2%of the variance in pre-service English teachers’ teaching efficacy is explained by the model.Based on the above findings,this research puts forward some suggestions for teachers and schools,in order to improve pre-service teachers’ emotional intelligence and the sense of teaching efficiency,and promote teaching.