Emotional intelligence and its relationship with English teaching effectiveness

Abstract

This paper studied the responses of 1704 learners of English as a foreign language (EFL) to the Persian Characteristics of Effective English Language Teachers (CEELT) questionnaire and their 95 teachers' self report on Persian Emotional Quotient Inventory (EQ-I) in order to replicate Ghanizadeh and Moafian's (2009) study with a more homogeneous sample. In contrast to the significant and positive correlation found between teacher effectiveness as measured by the CEELT and emotional intelligence as measured by the EQ-I (r =.39, p