الفهرس 
Background and ProblemOnly 14 pages are availabe for public view
 |  | from | 95 |  |  |
| | | from | 95 | | |
Abstract
In this chapter, a brief summary of the current study is presented along with its main findings and conclusions. In addition, a set of recommendations and suggestions for further research are offered.
5.1. Summary of the Study
After observation, conducting pilot study, and reviewing related literature, it has been found out that the English Language Department student-teachers suffer from low levels of self-efficacy and emotional intelligence. Lack of self-efficacy and emotional intelligence would lessen their self-confidence and potential to start their practicum experience, where they need to deal with real students, supervisors, principals, and parents. As participants expressed in the interview questions, the new experience of practicum causes them stress and worries. This problem is attributed to the lack of emotional support and empowerment of pre-service teachers in their practicum where they do not find a community of support in the beginning of their professional life as teachers. In order to help solving this problem and due to the paucity of research in this area - to the researcher’s best knowledge - , the researcher decided to design and implement an e-mentoring model and investigate its effectiveness in developing self-efficacy and emotional intelligence of EFL pre-service teachers in Faculty of Education, Ain Shams University. Therein, the present study aimed at answering the following main question:
What is the effect of implementing an e-mentoring model on developing EFL pre-service teachers’ self-efficacy and emotional intelligence?
To answer this main question, the following sub-questions were answered:
1. What are the components of the e-mentoring model?
2. To what extent will the e-mentoring model develop EFL pre-service teachers’ self-efficacy?
3. To what extent will the e-mentoring model develop EFL pre-service teachers’ emotional intelligence?
Moreover, the following hypotheses were validated:
1. There would be a statistically significant difference between the study participants’ mean scores in the pre-post administration of the teacher self-efficacy scale in overall efficacies of the scale in favor of the post administration.
2. There would be a statistically significant difference between the study participants’ mean scores in the pre and post administration of the teacher self-efficacy scale in each efficacy of the scale in favor of the post administration.
3. There would be a statistically significant difference between the study participants’ mean scores in the pre-post administration of the teaching performance observation checklist in overall sections of the checklist.
4. There would be a statistically significant difference between the study participants’ mean scores in the pre-post administration of the teaching performance observation checklist in each observed efficacy in favor of the post administration.
5. There would be a statistically significant difference between the study participants’ mean scores in the pre-post administration of the trait emotional intelligence questionnaire in favor of the post administration.
In the process of validating the study hypotheses, an e-mentoring model was designed and implemented, where participants comprised a voluntary group (N = 19) of participants from third year (basic education), English Department, Faculty of Education, Ain Shams University.
The following instruments were used to collect the data for the current study:
Semi-structured interview questions.
Trait Emotional Intelligenece Questionnaire.
Teacher Sense of Efficacy Scale.
Classroom observation checklist.
5.2. Findings of the Study
The following findings emerged from the current study:
The e-mentoring model was effective in developing EFL student-teachers self-efficacy and emotional intelligence.
There is a positive relation between the development of teaching efficacy and emotional intelligence traits.
“Instructional practices” teaching efficacy was the most developed efficacy.
Among the target teaching efficacies, “classroom management” and “student engagement” needed more training time.
Overall, the effect size of the e-mentoring model was high.
Participants expressed their satisfaction about the training they received throughout the e-mentoring model.
5.3. Conclusions
Until now and to the researcher’s best knowledge, there is no published study in Egypt that attempted to develop EFL student-teachers’ teaching-efficacy and trait emotional intelligence depending on an e-mentoring model. The current study investigated the effect of an e-mentoring model based on Edmodo platform on developing EFL student teachers’ teaching-efficacy and trait emotional intelligence at the Faculty of Education, Ain Shams University. Several instruments were implemented to collect data. Results of the study indicated that the implemented training program was effective in developing EFL student-teachers’ teaching-efficacy and trait emotional intelligence. Furthermore, while trait emotional intelligence was developed, teaching efficacies were not equally developed due to a number of factors. Additionally, participants expressed their satisfaction about the proposed training program and expressed their intention to apply the ideas and strategies they got from the training in their future classes. Based on the previously mentioned results, the e-mentoring model is proved effective in developing EFL student-teachers’ teaching-efficacy and trait emotional intelligence.
5.4. Recommendations
The following recommendations emerged from the findings of the study: Recommendations for Faculties of Education:
1. Offering EFL student-teachers orientation sessions before the beginning of their practicum to highlight the challenges that they will face and provide guidance on how to deal with them.
2. Providing an online platform to best communicate with EFL student-teachers during their practicum, receive their problems, and offer reseouces and academic and emotional support.
3. Initiating periodical meetings for EFL student-teachers where they can showcase their achievements in practicum, receive feedback from their mentors, and discuss any challenges they face in their practicum.
4. Preparing for more cooperation between practicum mentor from the university and school supervisor for they need to plan for the whole practicum ahead of time before its beginning.
5. Deliberately specifying roles and responsibilities of both mentors and supervisors and announcing these roles to trainee teacher so that they can seek help from the right person whenever needed.
6. Arranging for periodical visits to schools where university mentors can communicate better with trainee teachers, evaluate their performance, and disucss any challenges with the school supervisors.
7. Announcing trainee teachers’ roles and responsibilities as well as the assessment criteria of their practicum.
• Recommendations for Ministry of Education:
1. Providing appropriate training for school supervisors that would enable them lead a productive supervision on trainee teachers during their practicum.
2. Including emotional intelligence in training supervisors.
3. Making suitable space in supervisor teachers’ schedule for supervision. In so doing, they will not be burdened by their supervision responsibilities.
5.5. Suggestions for Further Research
The following topics are suggested for future research:
1. Investigating the effect of developing each teaching efficacy on every emotional intelligence traits among student-teachers.
2. Investigating the challenges faced by school supervisors during practicum.
3. Conduting a study investigating mentors and mentees attitudes towards e-mentoring in comparision to blended mentoring and on site mentoring.
4. Exploring school supervisors’ expectation from university mentors.
5. Exploring student-teachers’ exepectations from their school spervisors and university mentors.
6. Replicating this study on larger samples in different geographical locations in Egypt.
7. Replicating this study but with selecting different subskills in the three domains of teaching efficacy.
8. Investigating the relationship between teachers’ self-efficacy, emotional intelligence, and their use of different assessment techniques.