Constructing a self-management competence model for EFL teachers: A perception-strategy evaluation
Year: 2024
Type: article
Abstract: Achieving goals and aspirations as well as managing emotions, thoughts, and behaviors in various situations are the key components of self-management competence as specified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Utilizing this definition as a foundation for this qualitative investigation, the study initiated to explore the perceptions and strategies of EFL teachers regarding their self-management competence in the classroom. The maximal goal was to construct a model tailored for EFL teachers. For this purpose, 19 Iranian EFL teachers, selected through convenience sampling, were interviewed via a semi-structured written interview and four focus group sessions. The interviews served to elicit participants' perspectives on the relevant topics. The data analysis method involved three rounds of grounded theory coding - open, axial, and selective coding - to uncover the key elements of the model for EFL teachers' self-management competence. This process revealed three crucial self-management perceptions: emotional, behavioral, and classroom performance management and three primary categories of strategy: self-directed emotion-regulation, student-directed emotion-regulation, and self-awareness strategies. Notably, the centrality of emotional perception and regulation within the findings underscored the significance of the emotional dimension in self-management competence for EFL teachers. These outcomes hold promising implications for improving the psychological well-being of prospective EFL teachers.
Source: Acta Psychologica
Author: Mona Najjarpour
Institution: Allameh Tabataba'i University
Language: English
Topic: Social Skills and Education
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,030
OpenAlex ID: W4404188934