An Elementary School EFL Teacher's Emotional Intelligence and Emotional Labor

Autor/in	Kang, Dae-Min
Titel	An Elementary School EFL Teacher's Emotional Intelligence and Emotional Labor
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1777867
Schlagwörter	Elementary School Teachers; Language Teachers; English (Second Language); Second Language Instruction; Emotional Intelligence; Psychological Patterns; Foreign Countries; Grade 5; Professional Autonomy; Teacher Attitudes; South Korea + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Emotionale Intelligenz; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Berufsfreiheit; Lehrerverhalten; Korea; Republik
Abstract	The current study looked at an English as a foreign language (EFL) teacher's emotional intelligence (EI) and emotional labor (EL). A Korean elementary fifth-grade classroom was observed eight times in a non-participant way. Further, the teacher and the students were interviewed in a semi-structured way, and the teacher was asked to write reflective journals about her classroom teaching. The results showed that a number of factors influenced the processes of her EI and EL. Principal among these factors was her teacher agency, which related to her focus on her pedagogical goal of enabling her students to learn EFL better. Based on the findings of the study, implications are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01