Perceived emotional intelligence and self-efficacy among novice and experienced foreign language teachers

Abstract The current study aimed to investigate the perceived self-efficacy and emotional intelligence (E.I.) among novice and experienced foreign language teachers and the correlations among Self-efficacy subscales and Trait E.I. subscales. The short form of the Trait Emotional Intelligence Questionnaire (T.E.I.Q.ue.) and the modified version of the Teacher Sense of Efficacy Scale (T.S.E.S.) were administered to a sample of 213 foreign language teachers. The analyses revealed that experienced teachers exhibited significantly higher scores for the self-control and sociability factors of the T.E.I.Q.ue., as well as for the efficacy in classroom management factor of the T.S.E.S., than novice foreign language teachers. The data supported the theoretical expectation of a linkage between E.I. and teacher self-efficacy. The results show a positive association between E.I. and self-efficacy. The findings provide support for developing training programs for foreign language teachers