چکیده

This study was performed to research emotional intelligence of Iranian EFL teachers in Iranian public schools and investigates relationship between this variable and their classroom management. A modified validated version of the Teacher emotional intelligence Scale (Daniel Goleman, 1995) was used to collect data and assess teachers’ perceived Emotional intelligence. The participants of the study were 200 Iranian EFL teachers (109 males and 91 females) who were working in the ministry of education in Iranian public junior and high schools. They were selected through availability sampling. The participants’ age and teaching experiences ranges were 23-61 and 1-30 years, respectively. Their education degrees were BA, MA, and PhD. To analyze the collected data, first, descriptive statistics was run. After running descriptive statistics, Pearson correlation analysis was run to investigate the association between the study variables. According to the obtained results, a significant and positive relationship was found between Iranian EFL teachers’ Emotional intelligence and their classroom management. Accordingly, the research question ‘Is there any significant relationship between Iranian EFL teachers’ emotional intelligence and their classroom management?’ is positively answered. There is a positive and significant relationship and a linear one between Iranian EFL teachers’ emotional intelligence and their classroom management in public schools.

کليدواژه ها

Iranian Public Schools, Teachers’ Classroom Management, Teachers’ Emotional Intelligence

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Habib Soleimani , 1398 , Relationship between Iranian EFL teachers’ Emotional Intelligence and their Classroom Management in Public Schools , اولين کنفرانس بين المللي مطالعات زبان انگليسي