RELATIONSHIP BETWEEN SENIOR HIGH SCHOOL TEACHERS’ MEDIA AND INFORMATION LITERACY, EMOTIONAL INTELLIGENCE AND TEACHING QUALITY

Abstract

The research aims to investigate the relationship between media and information literacy, emotional intelligence and teaching quality of senior high school teachers. The research was performed by means of the correlation research method. The statistical population of the study included all high school teachers in Zarinshahr region (n=460). The sample size (n=130) was determined on the basis of Krejcie & Morgan table (1970) using random multistage cluster sampling method. In order to assess the teaching quality of the surveyed, 3 students per a teacher were selected. Data collection was carried out using the following three scales: Ashrafi-Rizi Media & Information Literacy Questionnaire (2014), The Modified Teaching Quality Scale developed by Safdarian (2015) and Khosrowpour (2015) as well as Schutte Self-Report Emotional Intelligence Test (1998). Using Cronbach’s alpha, the reliability of the three used scales were found to be 0.925, 0.925 and 0.924, respectively. In addition, data were analyzed by applying SPSS 22 and AMOS 23 software in two levels of descriptive and inferential statistics with Pearson’s correlation coefficient tests, simultane- ous regression, one-way analysis of variance (ANOVA) test and two independent groups T-test as well as structural equation modeling. As per the results of the study, there was a paired direct and statistically significant relationship between media and information literacy, emotional intelligence variables and teaching quality variable (P ≤ 0.01). The structural equation model obtained from the quantitative, predictor and criterion variables indicated that the three variables in question including information literacy and emotional intelligence could explain 34.6% of the variance obtained for the teaching quality variable which can be considered as a very good explanation percentage revealing the acceptable fitness of the model with the study data. Furthermore, it has been found that the difference between the mean scores obtained for the main variables of the study (i.e. emotional intelligence, media and information literacy and teaching quality) in terms of the demographic characteristics (including gender, field of study, level of education and teaching experience) is not statistically significant.