Sistan and Bluchestan University, Iran (firstname.lastname@example.org)
Sistan and Bluchestan University, Iran (email@example.com)
The present study tried to find out the relationship between Iranian EFL teachers’ emotional intelligence and their teaching styles. Moreover, it tried to explore the components of emotional intelligence that could act as predictors for Iranian EFL teachers’ teaching styles. The participants of this study were 90 Iranian EFL teachers from Sistan and Baluchestan high schools and language institutes. Bar-On Emotional Quotient questionnaire and Grasha’s Teaching Styles Inventory (TSI) questionnaire were employed as instruments of this study. The findings of the study revealed that there was a positive strong significant correlation between Iranian EFL teachers’ emotional intelligence and their teaching styles. The components of emotional intelligence that can act as predictors for teachers’ teaching styles were explored. Out of five components of emotional intelligence, four components (interpersonal, intrapersonal, adaptability, and stress management) could act as predictors for teachers’ teaching style.
Keywords: emotional intelligence; teaching styles, Iranian EFL teachers