The Relationship of Self-Efficacy and Emotional Intelligence with the Teaching Style of Primary School Teachers

The present study was conducted with the aim of investigating the relationship between self-efficacy and emotional intelligence and the teaching style of primary school teachers. The method of this research is correlation type and statistical population of all primary teachers in Zirkoh city using Morgan's sample size determination method, ۵۶ male teachers and ۱۱۳ female teachers were selected by stratified random sampling method. To measure research variables; Self-efficacy, emotional intelligence and teaching style of teachers were respectively used from Shan-Moran's self-efficacy questionnaire (۲۰۰۲), Bar-An's emotional intelligence questionnaire (۲۰۰۲) and Grasha's teaching style questionnaire (۱۹۹۶). Pearson's correlation coefficient and regression analysis were used to analyze the data. The results showed that there was a significant relationship between teachers' self-efficacy and the use of different teaching styles. There was a significant relationship between interpersonal components, stress (inverse relationship) and general emotional intelligence using different teaching styles of teachers. There was a significant relationship between the interpersonal components and the general mood of teachers' emotional intelligence and their self-efficacy.

Keywords:

Teaching Styles , Emotional Intelligence , Teacher Self-efficacy