Nassim Shamoradi Varnamkhasti, Maryam Baratali. Relationship Between Senior High School Teachers’ Media and Information Literacy, Emotional Intelligence and Teaching Quality.

(2016) Science and education, 12, 142-148. Odessa.

Nassim Shamoradi Varnamkhasti,
MA in Curriculum Planning, Isfahan (Khorasgan) Branch,
Islamic Azad University, Isfahan, Iran,
Maryam Baratali,
associate professor, Department of Educational Sciences,
Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran



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, simultaneous 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.


media and information literacy, teaching quality, teachers, high school, emotional intelligence.




1. Alabdulkareem, S. A. (2015). Exploring the Use and the Impacts of Social Media on Teaching and Learning Science in Saudi. Procedia - Social and Behavioral Sciences 182, 213-224.

2. Ashrafi Rizi, H., Hasnzadeh, D., Kazempour, Z. (2014). The Level of Media & Information Literacy among the Students of Isfahan University of Medical University in Terms of UNESCO’s Media & Information Literacy. Health Information Management, 11(4), 424-434.

3. Chan, D. W. (1992). Teachers as Clinicians: Inadequacies in Teacher Education. Education Journal, 20, 37-42.

4. Christ W., Pottter W. J. (1998). Media Literacy: Media Education and Academy. Journal of Communication, 48(1).

5. Fallahi, V., Rostami, K. (2012). Role of Emotinal Inelligence in the Effectiveness of Teachers in the Guidance School. Scientific-Research Quarterly of a New Approach towards Educational Management, 3(1), 167-188.

6. Hajipour, M. (2008). The Necessity and Significance of Management Improvement. Quarterly of Management in Education, (pp. 100-105).

7. Jamilya B. Akhmetovaa, Alla M. Kima, Delwyn L. Harnischb. (2014). Using Mixed Methods to Study Emotional Intelligence and Teaching Competencies in Higher Education. Procedia - Social and Behavioral Sciences 128, 516-521.

8. Malekipour, A., Malekipour, M. (2014). A Survey of the Standards of Information Literacy among the Teachers of Dehloran Town, 4(3), 1-9.

9. Mansorian, Y., Naeim Abadi, M. (2005). The Role of Library’s Websites in Promoting the Information Literacy. Training the Users and Developing Information Literacy in the Libraries. The Information and Museums Centers. National Conference on the Information Literacy (Mashhad): Organization of Libraries, Museums and Documents Center of Astan Ghods Razavi.

10. Miller Miller. (2008). The Advantages of Cultural Diversity in Business. How Hiring a Culturally Diverse Workforce can Benefit Your Business. Retrieved from:\workplaceculture.htm.

11. Miyagamwala, G. (2015). Emotional Intelligence and Teacher Effectiveness- An Analysis. Bharat College of Commerce and Science, 4, 233-239. Badlapur. India.

12. Mousapour, N. (2003). Principles of Intermediary Education Planning. Mashhad: Beh Publications.

13. Nasiri, B. (2013). Teaching Media Literacy in Canada and Japan. Educational Innovations, 11(41), 137- 160.

14. Nami, K., Bazargan, A., Naderi, A. (2014). The Relationship between Using Information technology by the Faculty Members and their Teaching Quality. Quarterly of Research & Planning in Higher Education, 71, 1-18.

15. Sarmadiseif, A. (2012). Research Methodology in Education Sciences. 2 nd ed. Tehran: Agah Publications.

16. Sepasgozar, M. (2001). A Theoretical Approach towards Media Literacy. Research & Evaluation Quarterly, 12(44).

17. Shibata, K. (2003). An Analysis of Critical Approach towards Media Literacy. Comparative Study between Japan and Canada. Zohreh Bidokhti (trans.). Media Quarterly, 40.

18. Taghizadeh, A., Kia, A. (2015). NeedsAssessment of the Curriculum of Media Literacy in the Schools. Culture Studies-Relationships, 15(26), 80-103.




©2020 Університет Ушинського. Всі права захищені, мабуть.