Does Temporal Intelligence Predict Teacher Effectiveness? An Evidence From Saudi Efl Context

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Rida Ahmed, Muhammad Waleed Shehzad, Shehzad Ahmed, Shazma Razzaq


Previous literature affirmed that Saudi EFL teachers’ effectiveness is not up to the mark. Moreover, there is a dearth of research related to teacher effectiveness in the Saudi EFL context. For that reason, it is deemed essential to conduct research involving the relationship between teacher effectiveness and other variables that have not been tested with it before. Thus, this study aimed to determine the relationship between temporal intelligence and teacher effectiveness among Saudi EFL teachers. A correlational research design was employed in this study. Furthermore, data were collected from 110 Saudi EFL university teachers and their students by using a purposive sampling technique. Data collection instruments included Language Teachers’ Temporal Intelligence Scale adopted from Naji Meidani et al. (2020) and Teacher Effectiveness Scale in Higher Education adopted from Calaguas (2013). Findings indicated that temporal intelligence showed a significant and positive relationship with teacher effectiveness. Based on the findings, numerous implications have been offered for EFL instructors and policymakers. For instance, teachers could enhance their teaching effectiveness by making themselves cognizant of time-related practices while teaching. In addition, policymakers could make a policy regarding conducting workshops pertinent to time-related variables (i.e., time management, temporal intelligence, etc.) to improve the effectiveness of language teachers.

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