Soraya Raeisi

This study examined the relationship between Iranian EFL teachers’ total emotional intelligence and their self-reported English language proficiency (overall proficiency and proficiency in four language domains). The relationship between demographic factors such as teachers’ years of teaching experience in relation to their emotional intelligence and the difference between teachers’ emotional intelligence taking into account their university degrees were also investigated. To this end, seventy Iranian EFL teachers participated in the study by completing an Assessing Emotions Scale (AES), Iranian EFL Teachers’ Perceived English Language Proficiency scale and a demographic survey. The findings of the study indicated that there is a significant positive relationship between teachers’ emotional intelligence and their perceived English language proficiency. There was, however, a moderate positive correlation between teachers’ emotional intelligence and their years of teaching experience, but no difference was found between teachers’ emotional intelligence in terms of their university degrees. The obtained results indicate that teachers scored themselves at high level of emotional intelligence, but at average levels of perceived proficiency. The lower average of proficiency point to the need for teachers preparation programs, mentoring programs, and professional development centers to enhance and improve teachers by investing in training for emotional intelligence and English proficiency

Teachers’ emotional intelligence, Perceived English language proficiency, Teachers’ teaching experience, Teachers’ university degrees