The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style

Mohammad Ali Ayatollahi*    -  (Scopus ID 55179382600) Department of English Language, Sepidan branch, Islamic Azad University, Sepidan, Iran, Islamic Republic of
Fatemeh Ferdosi  -  Ministry of Education, Shiraz, Iran, Islamic Republic of

(*) Corresponding Author

The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence.  The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.

Keywords: teaching styles; emotional intelligence; EFL teachers

  1. Alonso, C. and Gallego, D. (2010). Learning styles as competencies for study, work and life. Learning Styles Magazine, 6 (6), 4-22. Retrieved from
  2. Alumran, J. I. A. (2008). Learning styles in relation to gender, field of study, and academic achievement for Bahraini University Students . Individual Differences Research, 6(4), 303-316.
  3. Anderson, L. E. y Carta-Falsa, J. (2002). Factors that make faculty and student relationships effective . The College Teacher, 50(4), 134-138. doi: 10.1080/87567550209595894
  4. Amini, M., Samani, S., & Lotfi, F (2012). Reviewing Grasha teaching methods among faculty members of shiraz medical school. Research and Development in Medical Education, 1(2), 37-43.
  5. Bar-On, R (1997). Bar-On Emotional Quotient Inventory (EQ-i): Technical Manual. Toronto, Canada: Multi- Health Systems.
  6. Cano, F. (2000). Gender differences in learning strategies and styles. Psicothema 12 (3), 360-367. Retrieved from
  7. Cooper, T. C. (2001). Foreign language teaching style and personality. Foreign Language Annals, 34, 301-317.doi: 10. 1111/j.1944-9720. 2001. Tb 0206.x
  8. Dehshiri, R. (2003). The Reliability and validity of EQ-I in Iran context. Unpublished master. S thesis, Allame Tabataba.i University, Tehran, Iran.
  9. Ghanizadeh, A., Heydarnejad, T. (2015). A cross-contextual analysis of Iranian EFL teachers’ attitudes and perceptions of critical thinking. International Journal of Research Studies in Education, 4(4), 27-38.
  10. Goleman, D. (1995). Emotional intelligence. Bantam Books.
  11. Grasha, A. F. (1996). Teaching with style. A practical guide to enhancing learning by understanding teaching and learning styles
  12. Grasha, A. F. (2002). Teaching with style: Enhancing learning by understanding teaching and learning styles: International Alliance of Teacher Scholars.
  13. Ghonsooly, B., Khajavi, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non- English major university students. Journal of Language and Social Psychology, 31, 197-211.
  14. Goetz, T. Ludtke, O., Nett, U.E., Keller, M., & Lipnevich, A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 38(4), 383-394.
  15. Goleman, D. (1995). Emotional Intelligence. McGraw-Hill.
  16. Grasha, A.F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. Alliance Publishers.
  17. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
  18. Hargreaves, A., & Tucher, E. (1991). Teaching and guilt: Exploring the feelings of teaching. Teaching & Teacher Education, 7(5-6), 491-505. (91)90044-P
  19. Hervás, R. M. (2003). Teaching and learning styles in educational settings. Grupo Editorial Universitario.
  20. Heydarnejad, T., Hossini Fatemi, A., & Ghonsooly, B. (2017). An Exploration of EFL Teachers’ teaching styles and emotions. Journal of Applied Linguistics and Language Research, 4(2), 26-46.
  21. Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. Routledge Falmer.
  22. Palmer, P.J. (1998). The courage to teach: Exploring the inner landscape of teacher’s lives. Jossey-Bass.
  23. Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) User’s Manual. MHS Publishers.
  24. Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37(4), 708-718.‏
  25. Moslehi, M., Samouei, R., Tayebani, T., & Kolahduz, S. (2015). A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status. Journal of education and health promotion, 4 (1), 66-80.
  26. Mousapour Negari, G., & Khorram, A. (2015). The relationship between Iranian EFL teachers’ emotional intelligence and their teaching styles. International Journal of Research Studies in Language Learning, 4(4),3-14.
  27. Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211.‏
  28. Samouie, R. (2002). Interpreting and analyzing Bar-On EQ inventory. Journal of Sina Research Center, 6(2), 1-10.
  29. Shatalebi, B., Sharifi, S., Saeedian, N. & Javadi, H. (2011). Examining the Relationship between Emotional Intelligence and Learning Styles. Journal for Social and Behavioral Sciences, 31, 95-99 doi: 10.1016/j.sbspro.2011.12.022.
  30. Therer and Willemart (1982). Encyclopedia of evaluation. Liège University.
  31. Therer, J., & Willemart, C. (1983). Teaching and training styles and strategies ― Paradigmatic approach by video. Education Tribune Libre, Probio Revue, 2.
  32. Westwood, P. (2008). What teachers need to know about teaching methods. ACER Press

Open Access Copyright (c) 2021 Mohammad Ali Ayatollahi
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Vision: Journal of Language and Foreign Language Learning is indexed by


Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

View My Stats

English Education Department,
Faculty of Education and Teacher Training,
Universitas Islam Negeri Walisongo Semarang
Jl. Prof Hamka Ngaliyan Semarang, Jawa Tengah, Indonesia