A Suggested E-Mentoring Model to Develop EFL Student-Teachers’ Self-Efficacy and Emotional Intelligence | ||||
| مجلة کلية التربية فى العلوم التربوية | ||||
| Article 37, Volume 44, Issue 4, October 2020, Page 51-86 PDF (536.71 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfees.2020.152403 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Amira Mahmoud Mohammed Elsayed Mohammed | ||||
| Abstract | ||||
| The present study aimed at investigating the effect of an e-mentoring model on developing EFL student teachers’ self-efficacy and emotional intelligence. The study adopted the pre-experimental one group pre-post administration design. Study was conducted on a voluntary group (N = 19) from third year, English Language Department (basic education), Faculty of Education, Ain Shams University during their practicum in three different public schools. The following instruments were used in the study: Teacher’s Sense of Efficacy Scale, Trait Emotional Intelligence Questionnaire (Short Form), and teaching performance observation checklist. The sessions of the e-mentoring model were developed with student’s booklet and mentor’s guide. The e-mentoring model was implemented in a ten-week period (60 hours). Paired Samples Wilcoxon Test was used to compare between the mean scores of the study participants’ before and after the administration of the e-mentoring model. Also, Fritz, Morris and Richer’s equation was used to measure the effect size of the e-mentoring model on developing self-efficacy and emotional intelligence. Results of the study revealed that the e-mentoring model was effective in developing pre-service teachers’ self-efficacy as well as emotional intelligence. Eventually, recommendations and suggestions for further research were presented. | ||||
| Keywords | ||||
| Mentoring; E-Mentoring; Self-Efficacy; Emotional Intelligence; EFL Student-Teacher; Egypt | ||||
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