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Report on a pilot study on Emotional Competence (EI) in ELT.

Report on a pilot study on Emotional Competence (EI) in ELT.

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    Ei in elt Ei in elt Document Transcript

    • What components of emotional intelligence are most important in ELT? MaryAnn Christison University of Utah Denise Murray Macquarie University What is Emotional intelligence?• Turn to someone sitting next to you• Decide on a definition of emotional intelligence.• Write it down.
    • Emotional intelligenceEmotional intelligence is the capacity to recognize our own feelings and those of others, to motivate ourselves, and to manage emotions well in ourselves and in our relationships. Why are we interested in research on emotional intelligence?
    • Emotional intelligence• For star performance in all jobs, in every field, emotional competence is twice as important as purely cognitive abilities• For success at the highest levels, in leadership positions, emotional competence accounts for virtually the entire advantage• “the higher level of the job, the less important technical skills and cognitive abilities were, and the more important competence in emotional intelligence became. “Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury. p. 33. What is emotional competence?
    • Emotional competence An emotional competence is a learned capability that is based on emotional intelligence and that results in outstanding performance at work. What is EI?• EI is a combination of two types of competencies. – Personal competence (how we manage ourselves) – Social competence (how we manage relationships)• These competencies are vital for how we can lead in different cultures and structures
    • Emotional competence framework• Personal competence (how we manage ourselves) – Self-awareness • Emotional awareness • Accurate self-assessment • Self-confidence – Self-regulation • Self-control • Trustworthiness • Adaptability • Innovation Emotional competence framework• Personal competence (how we manage ourselves) – Motivation • Achievement drive • Commitment • Initiative • Optimism
    • Emotional competence framework• Social competence (how we handle relationships) – Empathy • Understanding others • Developing others • Service orientation • Leveraging diversity • Political awareness Emotional competence framework• Social competence (how we handle relationships) - Social Skills • Competence in communication • Conflict management • Competence in leadership • Change catalyst • Collaboration and cooperation • Team capabilities
    • Research QuestionsWhat factors related to social competence do EL teaching professionals place the highest value on for themselves?What factors related to social competence do EL teaching professionals place the highest value on for other teachers?What factors related to social competence do EL teaching professionals place the highest value on for leaders and administrators? Research QuestionsWhat factors related to personal competence do EL teaching professionals place the highest value on for themselves?What factors related to personal competence do EL teaching professionals place the highest value on for other teachers?What factors related to personal competence do ELT professionals place the highest value on for leaders and administrators?
    • Research Methodology• Questionnaire – Rate each emotional competence (3-point scale) • One’s own competence • How important that competence is for ELT teachers • How important that competence is for administrators/managers/leaders in ELT – Sent via email to 1700+ – Responses to date 200 – Targeted number of responses 500+ RESULTS
    • RESPONDENTSMale 27%Female 73% TEACHING PROFILENumber of Years Number of Years Teaching Teaching ELT• 0-5 17% 0-5 19%• 6-10 12% 6-10 14%• 11-15 15% 11-15 16%• 16-20 9% 16-20 12%• 20+ 47% 20+ 39%
    • CONTEXTS University/college 36% Private language schools or binational centers 24% Adult education 24% Intensive English programs in non-English-speaking countries Intensive English programs in English-speaking countries K12 schools in English speaking countries K12 schools in non-English speaking countries Other TEACHER EDUCATORSNumber of years in teacher education Not teacher educators 22% New teacher educators (1-5 years) 21% Experienced teacher educators (20+ years) 20%
    • ADMINISTRATORS47% not administrators25% new administrators (1-5 years)7% senior administrators (20+ years)The Intercultural DimensionWith which cultural cluster do you most identify?
    • CULTURAL CLUSTERSWe realize that there are individual differences within the clusters; however, previous research (see, for example, Hofstede, 1980, 1986, 1994) has shown that these clusters are valid classifications. CULTURAL CLUSTERSNot all countries are listed within the clusters because the previous research, although international, does not include data from every country.If respondents could not find their country, they chose a cultural cluster that they believed most closely fit with their cultural identity.With which cluster do you most identify?
    • Cultural ClustersAnglo (England, Australia, White South Africa, Canada, New Zealand, Ireland, USA)Latin Europe (Israel, Italy, Portugal, Spain, France, French-speaking Switzerland)Nordic Europe (Finland, Sweden, Denmark)Germanic Europe ( Austria, German-speaking Switzerland, The Netherlands, Germany)Eastern Europe (Hungary, Russia, Kazakhstan, Poland, Greece, Slovenia, Georgia)Latin America (Costa Rica, Venezuela, Ecuador, Mexico, El Salvador, Colombia, Guatemala, Bolivia, Argentina)Sub-Sahara Africa (Namibia, Zambia, Zimbabwe, Black South Africa, Nigeria)Arab Cultures (Qatar, Morocco, Turkey, Egypt, Kuwait)South Asia (India, Indonesia, Philippines, Malaysia, Thailand, Iran)Confucian Asia (Taiwan, Singapore, Hong Kong, South Korea, China, Japan) Cultural ClustersAnglo (England, Australia, White South Africa, Canada, New Zealand, Ireland, USA)Latin Europe (Israel, Italy, Portugal, Spain, France, French-speaking Switzerland)Nordic Europe (Finland, Sweden, Denmark)Germanic Europe ( Austria, German-speaking Switzerland, The Netherlands, Germany)Eastern Europe (Hungary, Russia, Kazakhstan, Poland, Greece, Slovenia, Georgia)Latin America (Costa Rica, Venezuela, Ecuador, Mexico, El Salvador, Colombia, Guatemala, Bolivia, Argentina)Sub-Sahara Africa (Namibia, Zambia, Zimbabwe, Black South Africa, Nigeria)Arab Cultures (Qatar, Morocco, Turkey, Egypt, Kuwait)South Asia (India, Indonesia, Philippines, Malaysia, Thailand, Iran)Confucian Asia (Taiwan, Singapore, Hong Kong, South Korea, China, Japan)
    • SummaryHigh - 80 - 100%Average - 50 - 60%Low -Respondents’ Own Ratings How do you rate yourself?
    • Personal CompetenceHigh Emotional awareness Self-control Trustworthiness Adaptability Achievement drive Commitment InitiativeAverage Accurate self-assessment Self-confidence Initiative Optimism Social CompetenceHigh Understanding others Service orientation Ability to influence others Effective communication skills Leadership capabilities Competence in building bonds Competence in cooperative and collaborating with others Competence in building teams and getting people to work togetherAverage Developing others Leveraging diversity Conflict management Catalyst for change Political Awareness
    • Importance for Teachers Personal CompetenceHigh Emotional awareness Self-assessment Self-confidence Self-control Trustworthiness Adaptability Commitment Initiative OptimismAverage Innovation
    • Social CompetenceHigh Understanding others Developing others Political awareness Communication skills Conflict management Catalyst for change Collaboration and cooperation Abilities to build teamAverage Service orientation Leveraging diversity Influence others Leadership skills Building bonds Importance for Leaders/Managers/ Administrators
    • PERSONAL COMPETENCEHigh Emotional awareness Accurate self-assessment Self-confidence Self-control Trustworthiness 92% Adaptability Innovation Achievement drive Commitment Initiative Optimism SOCIAL COMPETENCEHigh Understanding others Developing others Service orientation Leveraging diversity Influencing others Communication skills Conflict management Importance of leadership Catalyst change Ability to collaborate and cooperate Ability to build teamsAverage Political awareness
    • Personal Competence Summary “I” “Teacher” “Administrators or leaders”Trustworthiness Trustworthiness Trustworthiness Commitment Self-control CommitmentSocial Competence Summary “I” “Teacher” “Administrators or leaders”Cooperation Cooperation Communicationand and skillscollaboration collaborationAbility to build Communication Understandingteam skills others Ability to develop others
    • Intercultural DimensionsDependent variable • Cultural ClustersSelf-confidence • Anglo/LatinAbility to influence • Anglo/LatinIndividual initiative • Arab/Anglo • Arab/Latin Comments and Questions?
    • Please forward this request to anyone youthink may be interested participating.– https://www.surveymonkey.com/s/RYTBXP6 ReferencesGoleman, D. (1998). Working with emotional intelligence. London: Bloomsbury, p. 33. Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Newbury Park, CA: Sage. Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320. Hofstede, G. (1994). Cultural constraints in management theories. In D. E. Hussey (Ed.), International review of strategic management (Vol. 5, pp. 27–48). Chichester, NY: Wiley & Sons.