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Report on a pilot study on Emotional Competence (EI) in ELT.
Citation preview
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 intelligence
Emotional 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 aspurely cognitive abilities
• For success at the highest levels, in leadershippositions, emotional competence accounts forvirtually the entire advantage
• “the higher level of the job, the less importanttechnical skills and cognitive abilities were, andthe more important competence in emotionalintelligence 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 ofcompetencies.
– Personal competence (how we manageourselves)
– Social competence (how we managerelationships)
• These competencies are vital for how wecan lead in different cultures andstructures
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 Questions
What 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 Questions
What 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 foradministrators/managers/leaders in ELT
– Sent via email to 1700+
– Responses to date 200
– Targeted number of responses 500+
RESULTS
RESPONDENTS
Male 27%
Female 73%
TEACHING PROFILE
Number of YearsTeaching
• 0-5 17%
• 6-10 12%
• 11-15 15%
• 16-20 9%
• 20+ 47%
Number of Years
Teaching ELT
0-5 19%
6-10 14%
11-15 16%
16-20 12%
20+ 39%
CONTEXTS
University/college 36%
Private language schools or binational centers 24%
Adult education 24%
Intensive English programs in non-English-speakingcountries
Intensive English programs in English-speakingcountries
K12 schools in English speaking countries
K12 schools in non-English speaking countries
Other
TEACHER EDUCATORS
Number of years in teacher education
Not teacher educators 22%
New teacher educators (1-5 years) 21%
Experienced teacher educators (20+
years) 20%
ADMINISTRATORS
47% not administrators
25% new administrators (1-5 years)
7% senior administrators (20+
years)
The Intercultural Dimension
With which cultural cluster do you
most identify?
CULTURAL CLUSTERS
We realize that there areindividual differences within theclusters; however, previousresearch (see, for example,Hofstede, 1980, 1986, 1994) hasshown that these clusters arevalid classifications.
CULTURAL CLUSTERS
Not all countries are listed within the clustersbecause the previous research, althoughinternational, does not include data fromevery country.
If respondents could not find their country, theychose a cultural cluster that they believedmost closely fit with their cultural identity.
With which cluster do you most identify?
Cultural Clusters
Anglo (England, Australia, White South Africa, Canada, New Zealand,Ireland, USA)
Latin Europe (Israel, Italy, Portugal, Spain, France, French-speakingSwitzerland)
Nordic Europe (Finland, Sweden, Denmark)
Germanic Europe ( Austria, German-speaking Switzerland, TheNetherlands, 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 Clusters
Anglo (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)
Summary
High - 80 - 100%
Average - 50 - 60%
Low - Under 50%
Respondents’ Own Ratings
How do you rate yourself?
Personal Competence
High
Emotional awareness
Self-control
Trustworthiness
Adaptability
Achievement drive
Commitment
Initiative
Average
Accurate self-assessment
Self-confidence
Initiative
Optimism
Social Competence
High
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 together
Average
Developing others
Leveraging diversity
Conflict management
Catalyst for change
Political Awareness
Importance for Teachers
Personal Competence
High
Emotional awareness
Self-assessment
Self-confidence
Self-control
Trustworthiness
Adaptability
Commitment
Initiative
Optimism
Average
Innovation
Social Competence
High
Understanding others
Developing others
Political awareness
Communication skills
Conflict management
Catalyst for change
Collaboration and cooperation
Abilities to build team
Average
Service orientation
Leveraging diversity
Influence others
Leadership skills
Building bonds
Importance for
Leaders/Managers/
Administrators
PERSONAL COMPETENCE
High
Emotional awareness
Accurate self-assessment
Self-confidence
Self-control
Trustworthiness 92%
Adaptability
Innovation
Achievement drive
Commitment
Initiative
Optimism
SOCIAL COMPETENCE
High
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 teams
Average
Political awareness
Personal Competence
Summary
Commitment
Self-controlCommitment
TrustworthinessTrustworthinessTrustworthiness
“Administrators
or leaders”
“Teacher”“I”
Social Competence Summary
Ability to
develop others
Understanding
others
Communication
skills
Ability to build
team
Communication
skills
Cooperation
and
collaboration
Cooperation
and
collaboration
“Administrators
or leaders”
“Teacher”“I”
Intercultural Dimensions
Dependent variable
Self-confidence
Ability to influence
Individual initiative
• Cultural Clusters
• Anglo/Latin
• Anglo/Latin
• Arab/Anglo
• Arab/Latin
Comments and Questions?
Please forward this request to anyone you
think may be interested participating.
– https://www.surveymonkey.com/s/RYTBXP6
References
Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury, p. 33.
Hofstede, G. (1980). Culture’s consequences: Internationaldifferences in work-related values. Newbury Park, CA:Sage.
Hofstede, G. (1986). Cultural differences in teaching andlearning. International Journal of InterculturalRelations, 10(3), 301–320.
Hofstede, G. (1994). Cultural constraints in managementtheories. In D. E. Hussey (Ed.), International review ofstrategic management (Vol. 5, pp. 27–48). Chichester,NY: Wiley & Sons.