Iranian EFL Teachers’ Emotional Intelligence and their Personality Traits as Predictors of Teachers’ Sense of Success in ClassroomManagement

Introduction: Classroom management is an important factor, which may affect the students’ achievements in a positive or negative way. Among various factors influencing teachers’ sense of classroom management, teacher’s Emotional Intelligence (EI) and personality traits are of great significance.Methods: Through a quantitative trend of research, the current study investigated the relationship between teachers’ EI, personality traits and classroom management and the predictive power of their components on classroom management. To this end, ۹۸ EFL teachers completed the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin, Yin, & Balwin, ۱۹۹۸), the Big Five Inventory Personality Test (John & Srivastava, ۱۹۹۹) and the Bar-On Emotional Intelligences test (۱۹۹۷). Two Pearson Product-moment correlations coefficients were used to analyze the data.Results: Based on the results there was a significant positive relationship between teachers’ EI and teachers’ personality traits and their sense of classroom management. By running backward multiple regressions, it was revealed that both teachers’ EI and teacher personality traits can predict the teacher’s sense of classroom management. More significantly, two backward multiple regressions were run to examine which components of teachers’ EI and teacher personality traits can predict the teacher’s sense of classroom management.Conclusion: In conclusion, interpersonal component of EI, openness and agreeableness components of personality traits were the best predictors of teachers’ sense of classroom management. The findings may have important implications for teachers and providers of teacher training courses.

کلیدواژه ها:

Emotional Intelligence ، Personality Traits ، Sense of Success ، Classroom Management