Contextualization-Emotionalization Interface: A Case of Teacher Effectiveness

• Autores: Reza Pishghadam, Shaghayegh Shayesteh, Simindokht Rahmani
• Localización: RIMCIS: Revista Internacional y Multidisciplinar en Ciencias Sociales, ISSN-e 2014-3680, Vol. 5, Nº. 2, 2016 (Ejemplar dedicado a: July), págs. 97-127
• Idioma: inglés
• DOI: 10.17583/rimcis.2016.1907
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• Dialnet Métricas: 1 Cita
• Resumen

  • Given the prominence of cognitive and affective factors in teacher effectiveness, this study intends to look at the issue from a different perspective and examine the roles of contextualization and emotionalization in teacher success. In so doing, 305 English as a Foreign Language (EFL) learners rated their English teachers to determine the extent to which they contextualize and emotionalize their instructions. During the first phase of the study, a pair of scales were constructed and substantiated via Confirmatory Factor Analysis (CFA) to serve the abovementioned purpose. As for the second phase, Structural Equation Modeling (SEM) was utilized to shed light on any probable relationships among the independent variables and teacher success. The results indicated that, teachers who contextualize and emotionalize their instructional practices, enjoy an enhanced level of success. Moreover, it was revealed that, in the close competition between contextualization and emotionalization, contextualization was identified as a slightly better predictor of teacher success. Building upon the rather strong links between the sub-construct of contextualization and emotionalization, it was further inferred that, mutual juxtaposition of the two concepts contribute to teacher success. In the end, the results were discussed in the realm of English language education.

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