Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran

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dc.authorid0000-0003-4018-7597
dc.authorid0000-0001-6355-7461
dc.contributor.authorKamali, Jaber
dc.contributor.authorJavahery, Pourya
dc.contributor.otherRektörlük, Yabancı Diller Okulu
dc.date.accessioned2024-08-20T13:37:12Z
dc.date.available2024-08-20T13:37:12Z
dc.date.issued2024
dc.departmentİHÜ, Rektörlük, Yabancı Diller Okulu
dc.description.abstractThis study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three pre dominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive. The findings of the study suggested that there were obvious differences in the way the teachers reacted to feedback from their observers. High EI teachers remained more confident after the negative feedback, were willing to listen to the observer, were active listeners, were open to criticism, and reflected on their performance. Low EI teachers, however, became agitated, failed to control their stress, tried to justify their performance, did not tend to accept the negative feedback, became defensive, responded immediately, and used discourse boosters frequently after the nega tive feedback. The study urges updated teacher education programs informed by teachers’ EI, particularly in providing feedback on their performance.
dc.identifier.citationKamali, J. ve Javahery, P. (2024). Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran. Human Arenas, 1-23. http://doi.org/10.1007/s42087-024-00438-x
dc.identifier.doi10.1007/s42087-024-00438-x
dc.identifier.endpage23
dc.identifier.issn2522-5790
dc.identifier.issn2522-5804
dc.identifier.scopus2-s2.0-85201195664
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttp://doi.org/10.1007/s42087-024-00438-x
dc.identifier.urihttps://hdl.handle.net/20.500.12154/2962
dc.identifier.wosWOS:001290665000001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorKamali, Jaber
dc.institutionauthorid0000-0003-4018-7597
dc.language.isoen
dc.publisherSpringer Nature
dc.relation.ispartofHuman Arenas
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectTeacher Education
dc.subjectTeacher Professional Development
dc.subjectEmotional Intelligence
dc.subjectPost-Observation Conference
dc.subjectFeedback
dc.subjectThematic Analysis
dc.titleExamining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isAuthorOfPublication.latestForDiscovery956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isOrgUnitOfPublicationf4c26304-7b9a-4916-9825-7a183cc1197a
relation.isOrgUnitOfPublication.latestForDiscoveryf4c26304-7b9a-4916-9825-7a183cc1197a

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