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.

摘要

目前的研究着眼于英语作为外语 (EFL) 教师的情商 (EI) 和情绪劳动 (EL)。一个韩国小学五年级的教室以非参与者的方式被观察了八次。此外，以半结构化的方式对老师和学生进行了采访，并要求老师写关于她课堂教学的反思日记。结果表明，许多因素影响了她的EI和EL的过程。这些因素中最主要的是她的教师机构，这与她专注于让她的学生更好地学习英语的教学目标有关。根据研究结果，提出了一些启示。