The Impact of EFL Teachers’ Emotional Intelligence and Teacher-Related Variables on Self-Reported EFL Teaching Practices

Abstract

Teacher emotions form a cornerstone of classroom teaching practices. The study investigated the impact of EFL teachers’ traits emotional intelligence, teaching qualifications, teaching experience, teaching stage, gender and age on their self-reported classroom teaching practices. An online survey was administered to 115 EFL teachers. The findings confirmed a significant positive correlation between emotional intelligence and classroom teaching practices. Teaching experience was found to influence classroom management and pedagogical skills, but not teacher creativity and teacher predictability, which was in favour of the most experienced teachers. Teaching qualifications affected creativity, classroom management and pedagogical skills which was in favour of PhD holders. No effects were detected for teaching stage, age or gender on EFL teachers’ classroom teaching practices. The findings are discussed in line with the previous relevant research and the related theories.