The role of EFL teachers' emotional intelligence in their success
Abstract
This study examines the relationship between EFL teachers’ emotional quotient (EQ) and their pedagogical success in language institutes. In addition, the role played by their years of teaching experience in their EQ and the relationship between their age and EQ were also studied. For this purpose, 89 EFL teachers were chosen from different language institutes in Mashhad, a city in north-eastern Iran. They were asked to complete Bar-On's ‘EQ test’. Simultaneously, a questionnaire entitled ‘Characteristics of successful EFL teachers’ was filled in by the students taught by each teacher with the aim of evaluating the teachers’ performance. Subsequent data analysis revealed that there is a significant relationship between teachers’ success and EQ. Furthermore, significant correlations were found between teachers’ EQ, their teaching experience, and their age. The implications of the study are discussed.
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Teachers' or students' skillful regulation of both positive and negative emotions in the language classroom contributes to effective teacher-student interpersonal relationships, students' learning gains, and teachers' successful teaching.
“Teachers or students' knowing how to skillfully regulate both positive and negative emotions in the language classroom contributes a lot to effective teacher-student interpersonal relationships, students' learning gains, and teachers' successful teaching (Ghanizadeh and Moafian, 2010; Teng and Zhang, 2016).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Ghanizadeh and Moafian, 2010
Regulating emotions enables teachers to skillfully face conflict situations and find practical solutions for them.
“Regulating emotions enable teachers to skillfully face conflict situations and find practical solutions for them (Ghanizadeh and Moafian, 2010).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Ghanizadeh and Moafian, 2010
Cites
Salovey, P., & Mayer, J. D. (1990) · Imagination, Cognition and Personality · doi:10.2190/dugg-p24e-52wk-6cdg · Cited by 10,484 · see citing works
Convergent, discriminant, and incremental validity of competing measures of emotional intelligence
Brackett, M. A., & Mayer, J. D. (2003) · Personality and Social Psychology Bulletin · doi:10.1177/0146167203254596 · Cited by 1,351 · see citing works
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Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762 · see citing works
“Regulating emotions enable teachers to skillfully face conflict situations and find practical solutions for them (Ghanizadeh and Moafian, 2010).”
BackgroundGreenier, V., Derakhshan, A., & Fathi, J. (2021) · System · doi:10.1016/j.system.2020.102446 · Cited by 576 · see citing works
Ghanizadeh, A., & Royaei, N. (2015) · International Journal of Pedagogies and Learning · doi:10.1080/22040552.2015.1113847 · Cited by 136 · see citing works
Self-citation
- Authors
- Ghanizadeh, A., & Moafian, F.
- Venue
- ELT Journal
- Publisher
- Oxford University Press (OUP)
- Published
- 2009-11-03
- Volume
- 64
- Issue
- 4
- Pages
- 424-435
- ISSN
- 0951-0893 (ISSN-L)
- 1477-4526
- OpenAlex
- W2008799933
- Cited by
- 123
- References
- 2
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 3 · 2023: 11 · 2022: 13 · 2021: 11 · 2020: 3 · 2019: 5 · 2018: 12 · 2017: 4 · 2016: 6 · 2015: 8 · 2014: 8 · 2013: 9 · 2012: 8
- FWCI
- 6.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- ELT Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Emotional Intelligence and Performance
- Social Sciences › Education › Social Skills and Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- emotional intelligence, EFL teachers, teacher success, teaching experience, teacher age, Bar-On Emotional Quotient Inventory, language institutes
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