The Relationship Between Iranian EFL Teachers’ Emotional Intelligence and Critical Thinking

The present study was an attempt to investigate the relationship between EFL teachers’ emotional intelligence and their critical thinking. To this end, 30 EFL Iranian high school teachers (15 males and 15 female), teaching English as a foreign language at ten high schools, in Kermanshah, were randomly selected. Three main instruments were utilized including Bar-on (1997) Emotional Quotient Inventory, Critical Thinking Appraisal, Form A (W-GCTA). Analysis of the data obtained through Pearson Correlation Coefficient revealed that there was a significantly positive relationship among the variables of the study. In the light of the results gained, the present study suggests some pedagogical implications for teachers and learners.

Keywords:

Teachers’ Emotional Intelligence , Critical Thinking