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Contextualization-Emotionalization Interface: A Case of Teacher Effectiveness

机译：情境化-情感化界面：教师效能案例

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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.
机译：鉴于认知和情感因素在教师效能中的突出地位，本研究旨在从不同的角度看待这一问题，并考察情境化和情感化在教师成功中的作用。通过这种方式，有305名英语作为外语（EFL）学习者对英语老师进行了评估，以确定他们在多大程度上将自己的教学情境化和情感化。在研究的第一阶段，通过验证性因子分析（CFA）构建并验证了一对量表，以实现上述目的。至于第二阶段，则利用结构方程模型（SEM）来阐明自变量与教师成功之间的任何可能关系。结果表明，将教学实践情境化和情感化的教师会获得更高的成功水平。此外，据揭示，在情境化和情感化之间的密切竞争中，情境化被认为是教师成功的较好预测指标。在情境化和情感化的子结构之间建立了相当强的联系的基础上，进一步推断出，两个概念的相互并置有助于教师的成功。最后，在英语教学领域讨论了结果。

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