Do EFL Teachers' Genders and Years of Experience Differ in Intercultural Intelligence

World globalization interconnects many teachers and students with various personality types, culturally diverse beliefs, and different methods of teaching. One of the key critical roles of these teachers is to positively influence and advance their students’ progress in many aspects of their life like their grades, beliefs, health, extracurricular activities, adult income, and retirement savings (Chetty, Friedman, & Rockoff, ۲۰۱۴). Thus, teaching has always been of great importance in all educational environments. To be a successful EFL teacher, they have to have the ability and intelligence to teach students using textbooks in a language different from their students’ mother tongue, with cultural topics different from the culture of the place of their residence, so that students can understand and become familiar with the differences between the two cultures. However, sometimes, teachers’ and students’ cultural differences make the situation more critical, less manageable, and inflexible. Therefore, the researchers of this study aimed to find out any significant differences among Iranian EFL teachers intercultural intelligence concerning their gender and years of teaching experiences to this aim, ۲۰۳ EFL teachers were asked to answer the Intercultural Intelligence questionnaire (Caputo, Ayoko, Amoo, & Menke, ۲۰۱۹). An independent sample t-test was run to analyze the data. The results showed that there is no significant difference between gender and Intercultural Intelligence; however, teachers with more than ۱۰ years of teaching experience have the highest intercultural intelligence scores while novice teachers with a range of ۰ and ۵ years of experience have the lowest mean scores

کلیدواژه ها:

EFL Teachers ، Gender ، Intercultural Intelligence ، Teaching Experience