The Interplay among Emotional Intelligence, Classroom Management, and Language Proficiency of Iranian EFL Teachers

Abstract

The present study was an attempt to investigate the interplay among Iranian EFL teachers’ emotional intelligence, classroom management, and their general English language proficiency. The result of the data analysis showed that: 1) there was a statistically significant relationship between the emotional intelligence and the classroom management of Iranian EFL teachers, 2) there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, and 3) there was a statistically significant relationship between the classroom management and the language proficiency of Iranian EFL teachers. Teacher trainers, researchers in teacher education, and language teachers may benefit from the findings of the present research.