The Predictability of Iranian EFL Teachers’ Emotional Quotient (EQ) with Their Job Satisfaction

Pantea Khoshnoodfar, Pantea Pahlavani


As teacher education and teacher related issues are under the attention in the past decade in second language (L2) teaching /learning; this research investigated the predictability of Iranian EFL teachers’ emotional quotient (EQ) with their job satisfaction. To this end, 90 EFL teachers at English language institutes in Tehran province were selected as the participants. The needed data was gathered by the use of two standardized questionnaires (filled by the participants): EQ and teacher job satisfaction questionnaires. First of all, the normality of the gathered data was checked through using SPSS version 23. Then, the Spearman coefficient of correlation was used to find whether there is any relationship between the participants’ EQ and job satisfaction.  The results proved the two variables had a statistically significant and positive correlation with each other. In the next step, the researchers opted for the multiple regression analysis to achieve the research objective. The present study was a quasi-Experimental including a cause and effect design. The predictor was the independent variable (EQ) and the predicted one was the dependent variable (job satisfaction). The findings illustrated a statistically significant and positive predictability of Iranian EFL teachers’ EQ with their job satisfaction. The results of the present research would be useful for second language teacher education courses. It was proven that, since teachers’ EQ can control their job satisfaction, the findings of the present paper could be beneficial in teacher training issues and teacher education.


Teacher education, Job satisfaction, Emotional quotient (EQ)

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