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The Relationship between EFL Teachers Emotional Intelligence and their Perceptions of Learners Autonomy

Author

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  • Mohammad Reza Javaherbakhsh
  • Goudarz Alibakhshi
  • Zohreh Shafiei Ardestani

Abstract

Studies on learner autonomy show that teacher’ perceptions of emotional intelligence and learner autonomy might be interrelated. The purpose of the present study was to explore the relationship between Iranian EFL teachers’ emotional intelligence and their perceptions of learner autonomy. To do so, 180 Iranian EFL teachers were selected through convenience sampling. The data were collected through administering a learner autonomy scale and emotional intelligence instruments. The data were analyzed through descriptive statistics, regression analysis, and Pearson Product correlation. The results showed that there is a significant correlation between Iranian EFL teachers’ emotional intelligence and their perceptions of learner autonomy and only some components of EI (Emotional Intelligence) significantly predict teachers’ perceptions of learner autonomy. The findings might be useful for teacher educators and teachers.

Suggested Citation

  • Mohammad Reza Javaherbakhsh & Goudarz Alibakhshi & Zohreh Shafiei Ardestani, 2018. "The Relationship between EFL Teachers Emotional Intelligence and their Perceptions of Learners Autonomy," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 7(4), pages 122-132.
    • Handle: RePEc:asi:ijells:v:7:y:2018:i:4:p:122-132:id:429
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