TESL Trainee Teachers’ Workplace Competencies (Interpersonal Teacher Behaviours) and the Workplace Expectations: A Case Study In A Private University in Selangor, Malaysia
List of Authors
Fatin Aliana Mohd Radzi, Marina Mohd Arif, Nurdiyana Mohamad Yusof
The study examines the relationship between TESL trainee teachers’ inter- personal skills and their readiness for the ESL teaching workplace. Interpersonal skills encompassing of communication, empathy, collaboration, and conflict resolution are critical for effective pedagogy and professional engagement. Guided by the Interpersonal Teacher Behaviour Circumplex Model (Wubbels et al., 2012), which outlines eight behavioural dimensions, the study investigates the manifestation of these behaviours among trainee teachers. The study employs a mixed-methods approach: questionnaires were distributed to secondary students taught by the trainee teachers, English teachers were interviewed, and classroom observations were conducted during practicum. Observational field notes focused on classroom management, student engagement, and collaboration with cooperating teachers. Data triangulations offer a comprehensive account of the trainees’ interpersonal competencies and their alignment with workplace expectations. The findings offer valuable insights into the role of interpersonal skills in shaping teacher effectiveness and professional development. This research emphasizes the need for teacher education programs to systematically foster these competencies, ensuring that future TESL educators are well-equipped to meet the dynamic challenges of the ESL teaching environment.