10.71586/jal.2024.12051192574

From Frustration to Focus: The Link between Iranian EFL Teachers' Emotional Intelligence and their Classroom Management

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  • Samaneh Imandar1,
  1. English Department, Islamic Azad University, Bushehr Branch, Bushehr, Iran

Received: 2024-12-05

Accepted: 2025-07-20

Published in Issue 2025-10-05

Copyright (c) 2025 The Journal of English Language Pedagogy and Practice

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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Imandar, S. (2025). From Frustration to Focus: The Link between Iranian EFL Teachers’ Emotional Intelligence and their Classroom Management. Journal of English Language Pedagogy and Practice, 18(1). https://doi.org/10.71586/jal.2024.12051192574
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Abstract

Employing a correlational design, this study delved into the interplay between Iranian EFL teachers' Emotional Intelligence (EI) and their Classroom Management Strategies (CMSs). The study employed the Emotional Quotient Inventory (EQ-i) and the Competency and Behavior Management Survey (CBMS) to assess EI and CMSs of 110 EFL instructors working in private language institute. The results of Pearson correlation revealed a statistically significant positive association between teachers' EI and their preference for proactive CMSs. Conversely, a significant negative correlation emerged between teachers' EI and their inclination towards reactive management styles. Furthermore, the results of MANOVA identified a positive association between teachers' experience and both their EI and their preference for proactive management. Additionally, compared to teachers with BA degrees, teachers with master's degrees exhibited higher EI levels, a stronger affinity for proactive strategies, and a weaker tendency for reactive approaches. These results hold significant implications for educators and teacher training programs. The study suggests a link between teachers' EI and their successful implementation of CMSs. This underscores the potential value of incorporating EI development into teacher training programs, potentially enhancing future educators' ability to effectively manage their classrooms.

Keywords

  • EI,
  • proactive CM,
  • reactive CM,
  • years of teaching experience
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