Vahid Rahmani Doqaruni - Assistant Professor, Department of English Language and Literature, University of Gonabad,Gonabad, Iran

Emotional intelligence and classroom management have attracted the attention ofresearchers in the field of English-as-a-foreign-language (EFL) education due to theirimportance in teachers’ professional development. However, despite the existence of alarge number of studies on emotional intelligence and classroom management in EFLcontexts, the relationship between these two issues is unclear in the literature. So, thepresent study aims to investigate the relationship between Iranian EFL teachers’ emotionalintelligence and their classroom management. The research method was descriptivecorrelation.The research population was English language teachers of private Englishlanguage education institutions in Mashhad in ۲۰۲۲-۲۰۲۳, and ۱۴۵ teachers were selectedas a sample using Convenience sampling method. The tools used in this research are theBar-On model (۱۹۹۹) and Martin et al.'s classroom management style questionnaires(۱۹۹۸). Pearson's correlation coefficient and regression test were used to analyze the data.The findings showed that only interpersonal and general mood had significant positivecorrelations with all of the components of classroom management, i.e., instructionalmanagement, people management, and behavior management. However, the findings didnot show a significant positive correlation between Iranian EFL teachers’ total emotionalintelligence and total classroom management. Considering the findings of the presentstudy, it is suggested that pre-service and in-service teacher education programs shouldaim to introduce the concepts of emotional intelligence and classroom management toteachers to enhance their professional development.

emotional intelligence, classroom management, EFL teachers