The Relationship Between Korean Language Teachers' Intercultural Sensitivity and Teaching Role Performance: The Mediating Role of Multiple Role Commitment and the Moderating Effect of Emotional Intelligence

The purpose of this study was to examine the mediating effectsof multiple role commitmentson the relationship between intercultural sensitivity and teacher role performance of Korean language teachers and to determine whether emotional intelligence moderates the relationship between the two variables. The subjects of the study were 200 Korean language teachers (48 males and 152 females) who teach Korean language classes at universities and family centers in the Seoul metropolitan area. The results of the analysis showed that, first, multi-role immersion had a significant mediating effect on the relationship between intercultural sensitivity and teacher role performance (Boot LLCI=.095, Boot ULCI= .231). Second, emotional intelligence moderated the relationship between intercultural sensitivity and teacher performance (B =-.097, p<.001), and the effect of intercultural sensitivity on teacher performance was greater among those with lower emotional intelligence. This study suggests that it is necessary to promote multi-role immersion and develop emotional intelligence in order to improve intercultural sensitivity and teaching effectiveness of Korean teachers. Based on these findings, it is significant to suggest the importance of developing and applying teacher training and education programs to improve the professionalism of Korean teachers.