THE IMPACT OF TEACHER INTELLECTUAL HUMILITY ON STUDENT LEARNING

Abstract

Intellectual humility has gained prominence in the education sector in recent years, with an increasing role in supporting effective teaching and learning environments. This study investigates a relationship between instructors' intellectual humility and its impact on students' foreign language enjoyment (FLE) and foreign language anxiety (FLA).  A total of 208 individuals participated as volunteers in the study, with 118 (or 57%) male and 90 (or 43%) female participants. After using structural equation modelling to look at the complicated relationships between all the variables, a series of tests were used to get the data. Next, we used regression analysis to numerically measure the factors under investigation. The outcomes of the study suggest that the connection between IH, FLE, and FLCA is not as straightforward as was previously believed; rather, it is intricate and multifaceted.