Open Access Peer-reviewed Research Article

Exploring EFL Teachers’ Emotional Intelligence: A Mixed-Methods Approach

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Submitted   Nov 30, 2024
Published   Feb 18, 2025
Issue    Vol 5 No 1 (2024)
DOI   10.25082/ADEP.2024.01.003

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Baochen Liu
Changchun Sixth high school of CAIDA, Changchun, Jilin 130024, China
Honggang Liu corresponding author
School of Foreign Languages, Soochow University, Soochow, Jiangsu 215006, China

Abstract

This study explores the emotional intelligence of middle school English as a foreign language (EFL) teachers in Northeast China, aiming to assess its factor structure and factor levels. Using a revised version of the Emotional Intelligence Questionnaire, data were collected from 1,017 participants. The results indicate that the teachers generally exhibited a high level of emotional intelligence (EI), with relatively high scores in all four sub-dimensions: self-awareness, self-regulation, motivation, and interpersonal connectivity. Additionally, the study employed both quantitative and qualitative methods to validate the factor structure of EI. The findings reveal that teachers with higher EI tend to show greater self-awareness, emotional regulation, and motivation, which contributes to their overall job satisfaction and effective teaching practices. The results also underscore the importance of EI in coping with emotional challenges in the classroom and its potential role in improving educational quality.

Keywords
emotional intelligence, factor structure, junior high school EFL teacher

Article Details

How to Cite
Liu, B., & Liu, H. (2025). Exploring EFL Teachers’ Emotional Intelligence: A Mixed-Methods Approach. Advances in Developmental and Educational Psychology, 5(1), 196-205. https://doi.org/10.25082/ADEP.2024.01.003
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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