Shabnam Kadkhodaei Elyaderani - English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran
Kamran Mehrgan - Department of TEFL, Masjed Soleiman Branch, Islamic Azad University, Masjed Soleiman, Iran

The present study aimed at examining the relationship between Iranian EFL university teachers’ emotional intelligence (EQ) and their students’ perceptions of their teaching effectiveness. To this end, a group of 17 university language teachers filled out an EQ questionnaire and their students judged on effectiveness of their teaching. After establishing normality of data through Kolmogorov Smirnov test of normality, parametric test of spearman correlation was utilized to detect the possible relationships between the components of EQ and teaching effectiveness among Iranian EFL teachers. The results of correlation analyses revealed that there was no significant relationship between teachers’ EQ scores and their teaching effectiveness scores. Moreover, no significant relationship was found between components of EQ and teaching effectiveness. Even the components of effective teaching did not significantly correlate with EQ. It was concluded that EQ may not be a determining variable in exploring teaching effectiveness

Emotional Intelligence , English Language Teaching , Emotional Quotient , Students’ perception