Interpersonal and Intrapersonal Intelligences: Are they related to EFL Teachers’ Self-efficacy Beliefs?
Keywords:
Interpersonal intelligence, Intrapersonal intelligence, Multiple intelligences, Self-efficacy beliefsAbstract
The teachers’ multiple intelligences and self-efficacy beliefs seem to determine their level of effective teaching. The current study was conducted to investigate the possible relationship between Iranian English teachers’ interpersonal and intrapersonal intelligences and their self-efficacy beliefs. It further tried to explore if there was a significant difference among their self-efficacy beliefs in terms of their teaching experience. In order to collect the required data to unfold the relationship between the interpersonal and intrapersonal intelligences and self-efficacy beliefs, 140 high school English teachers were asked to complete two questionnaires including the relevant items excerpted from McKenzie’s “Multiple Intelligences Inventory” and Tschannen-Moran and Woolfolk Hoy’s “Teachers' Sense of Efficacy Scale" and a Pearson product-moment correlation test was conducted. The results of the analysis revealed that the personal intelligences were related to the teachers' self-efficacy. Results of the t-test revealed a significant difference in teachers' efficacy considering their teaching experience. The findings suggested incorporating interpersonal and intrapersonal intelligence types in teacher education programs in order to increase teachers’ self-efficacy in the teaching context.
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References
Akbari, R., & Hosseini, K. (2008). Multiple intelligences and language learning strategies: Investigating possible relations. System, 38, 141-155.
Akbari, R., & Moradkhani, Sh. (2010). Iranian English teachers’ self-efficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25-47.
Al-Balhan, E. M. (2006). Multiple intelligence styles in relation to improved academic performance in Kuwaiti middle school reading. Digest of Middle East Studies, 15 (1), 18-34.
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
Anderson, L. (2004). Increasing Teacher Effectiveness (2dn ed). Paris: UNESCO International Institute for Educational Planning.
Armstrong, T. (2000). Multiple Intelligences in the Classroom. ASCD.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Borek, J. (2003). Inclusion and the multiple intelligence: Creating a student-centered curriculum. The Quarterly, 25 (4), 24–28.
Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P.S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
Chan, D. V. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36, 1781–1795.
Christison, M. A. (1996). Multiple Intelligences and Second Language Learners. The Journal of the Imagination in Language Learning and Teaching, 3.
Coladarci, T. (1992). Teacher’s sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
Eng, L. L., & Mustapha, G. (2010). Enhancing writing ability through multiple intelligences strategies. Pertanika Journal of Sociology, Science, & Humanities, 18, 53-63.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Gardner, H. (1998/2004). A Multiplicity of Intelligences: In tribute to Professor Luigi Vignolo. Retrieved from January 1, 2018, from
http://www.howardgardner.com/Papers/papers.html.
Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first year, fifth year, and former teachers on efficacy, ego development, and problem solving. Psychology in the Schools, 19 (4), 558-562.
Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254.
Grow, G. (1990). Writing and multiple intelligences. Retrieved January 1, 2018 from ERIC database (ED 406 643).
Gusky, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 53-69.
Hajhashemi, K., Wong, B. E., (2010). A validation study of the Persian version of McKenzie’s (1999) Multiple Intelligences Inventory to measure MI profiles of pre-university students. Pertanika Journal of Social Sciences & Humanities, 18 (2), 343-355.
Khosravi, M., & Saidi, M. (2014). Investigating the possible relationship between multiple intelligences and self-efficacy: The case of Iranian EAP instructors. Electronic Journal of Foreign Language Teaching, 11 (1), 90-97.
Knoublauch, D., & Woolfolk Hoy, A. (2008). ‘‘Maybe I can teach those kids.’’ The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, 166–179.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford University Press.
Marefat, F. (2007). Multiple intelligence: voices from and EFL writing class. Pazhuhesh-e Zabanha-ye Khareji, 32 (Special Issue in English), 145-162.
McKenzie, W. (1999). Multiple Intelligence Survey. Retrieved January 1, 2018 from
http://surfaquarium.com/MI/MIInvent.html.
McMahon, S. D., Rose, D. S., & Parks, M. (2004). Multiple intelligences and reading achievement: an examination of the Teele Inventory of multiple intelligences. The Journal of Experimental Education, 73 (1), 41-52.
Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37, 708–718.
Po-Ying, L. (2006). Multiple Intelligences theory and English language teaching. Retrieved July 11, 2011 from
http://www.52en.com.
Rastegar, M., & Memarpour. S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37, 700-707.
Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8 (2), 155-174.
Razmjoo, S. A., Sahragard, R., & Sadri, M. (2009). On the relationship between multiple intelligences, vocabulary elarning knowledge and knowledge learning strategies among Iranian EFL learners. The Iranian EFL Journal, 3, 51-65.
Richards, J.C., Rodgers, T., (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51–65.
Serin, N. B., Serin, Yavuza, M. A., & Muhammedzade, B. (2009). The relationship between the primary teachers’ teaching strategies and their strengths in multiple intelligences (Their multiple intelligence types) (Sampling: Izmir and Lefkosa). Procedia Social and Behavioral Sciences, 1, 708–712.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
Veenema, SH., & Gardner, H. (1996). Multimedia and Multiple Intelligences. The American Prospect, 7 (29). In Gardner, H. (2006). The Development and Education of the Mind: The selected works of Howard Gardner. Routledge.
Yenice, N. (2009). Search of science teachers’ teacher efficacy and self-efficacy levels relating to science teaching for some variables. Procedia- Social and Behavioral Sciences, 1 (1), 1062-1067.
Akbari, R., & Moradkhani, Sh. (2010). Iranian English teachers’ self-efficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25-47.
Al-Balhan, E. M. (2006). Multiple intelligence styles in relation to improved academic performance in Kuwaiti middle school reading. Digest of Middle East Studies, 15 (1), 18-34.
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
Anderson, L. (2004). Increasing Teacher Effectiveness (2dn ed). Paris: UNESCO International Institute for Educational Planning.
Armstrong, T. (2000). Multiple Intelligences in the Classroom. ASCD.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Borek, J. (2003). Inclusion and the multiple intelligence: Creating a student-centered curriculum. The Quarterly, 25 (4), 24–28.
Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P.S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
Chan, D. V. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36, 1781–1795.
Christison, M. A. (1996). Multiple Intelligences and Second Language Learners. The Journal of the Imagination in Language Learning and Teaching, 3.
Coladarci, T. (1992). Teacher’s sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
Eng, L. L., & Mustapha, G. (2010). Enhancing writing ability through multiple intelligences strategies. Pertanika Journal of Sociology, Science, & Humanities, 18, 53-63.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Gardner, H. (1998/2004). A Multiplicity of Intelligences: In tribute to Professor Luigi Vignolo. Retrieved from January 1, 2018, from
http://www.howardgardner.com/Papers/papers.html.
Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first year, fifth year, and former teachers on efficacy, ego development, and problem solving. Psychology in the Schools, 19 (4), 558-562.
Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254.
Grow, G. (1990). Writing and multiple intelligences. Retrieved January 1, 2018 from ERIC database (ED 406 643).
Gusky, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 53-69.
Hajhashemi, K., Wong, B. E., (2010). A validation study of the Persian version of McKenzie’s (1999) Multiple Intelligences Inventory to measure MI profiles of pre-university students. Pertanika Journal of Social Sciences & Humanities, 18 (2), 343-355.
Khosravi, M., & Saidi, M. (2014). Investigating the possible relationship between multiple intelligences and self-efficacy: The case of Iranian EAP instructors. Electronic Journal of Foreign Language Teaching, 11 (1), 90-97.
Knoublauch, D., & Woolfolk Hoy, A. (2008). ‘‘Maybe I can teach those kids.’’ The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, 166–179.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford University Press.
Marefat, F. (2007). Multiple intelligence: voices from and EFL writing class. Pazhuhesh-e Zabanha-ye Khareji, 32 (Special Issue in English), 145-162.
McKenzie, W. (1999). Multiple Intelligence Survey. Retrieved January 1, 2018 from
http://surfaquarium.com/MI/MIInvent.html.
McMahon, S. D., Rose, D. S., & Parks, M. (2004). Multiple intelligences and reading achievement: an examination of the Teele Inventory of multiple intelligences. The Journal of Experimental Education, 73 (1), 41-52.
Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37, 708–718.
Po-Ying, L. (2006). Multiple Intelligences theory and English language teaching. Retrieved July 11, 2011 from
http://www.52en.com.
Rastegar, M., & Memarpour. S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37, 700-707.
Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8 (2), 155-174.
Razmjoo, S. A., Sahragard, R., & Sadri, M. (2009). On the relationship between multiple intelligences, vocabulary elarning knowledge and knowledge learning strategies among Iranian EFL learners. The Iranian EFL Journal, 3, 51-65.
Richards, J.C., Rodgers, T., (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51–65.
Serin, N. B., Serin, Yavuza, M. A., & Muhammedzade, B. (2009). The relationship between the primary teachers’ teaching strategies and their strengths in multiple intelligences (Their multiple intelligence types) (Sampling: Izmir and Lefkosa). Procedia Social and Behavioral Sciences, 1, 708–712.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
Veenema, SH., & Gardner, H. (1996). Multimedia and Multiple Intelligences. The American Prospect, 7 (29). In Gardner, H. (2006). The Development and Education of the Mind: The selected works of Howard Gardner. Routledge.
Yenice, N. (2009). Search of science teachers’ teacher efficacy and self-efficacy levels relating to science teaching for some variables. Procedia- Social and Behavioral Sciences, 1 (1), 1062-1067.
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Published
2020-06-08
How to Cite
Saidi, M. (2020). Interpersonal and Intrapersonal Intelligences: Are they related to EFL Teachers’ Self-efficacy Beliefs?. AJELP: Asian Journal of English Language and Pedagogy, 8(1), 53–61. Retrieved from https://ejournal.upsi.edu.my/index.php/AJELP/article/view/3467
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