The role of Gender on EFL Teachers’ EmotionalIntelligence and Classroom Management

Emotional intelligence and classroom management have been widely studied byresearchers in the field of English-as-a-foreign-language (EFL) education due to theirimportance in teachers’ professional development. However, despite the existence of alarge number of studies on emotional intelligence and classroom management in EFLcontexts, it is unclear how different factors, such as gender, affect these concepts. So, thepresent study aims to investigate the role of gender on Iranian EFL teachers’ emotionalintelligence and classroom management. The research method was causal-comparativeThe research population was English language teachers of private English languageeducation institutions in Mashhad in ۲۰۲۲-۲۰۲۳, and ۱۰۰ teachers were selected as asample using Convenience sampling method who were randomly assigned to two equalgroups considering their gender (۵۰ males and ۵۰ females). The tools used in this researchare the Bar-On model (۱۹۹۹) and Martin et al.'s classroom management stylequestionnaires (۱۹۹۸). Independent samples t-test was used to examine the effect ofgender on emotional intelligence and classroom management. The findings showed thatgender had a significant effect on Iranian EFL teachers’ emotional intelligence andclassroom management. In other words, there was a significant difference between maleand female teachers with respect to their emotional intelligence and classroommanagement. Considering the findings of the present study, it is suggested that pre-serviceand in-service teacher education programs consider gender as an important factor inintroducing the concepts of emotional intelligence and classroom management to teachersas male and female teachers have different attitudes toward these concepts.

کلیدواژه ها:

gender ، emotional intelligence ، classroom management ، EFL teachers