Teacher Emotional Intelligence and Learner Engagement: A Cross-Sectional Analysis in Iranian EFL Contexts
Keywords:
Teacher emotional intelligence, learner engagement, emotional engagement, cognitive engagement, EFL classroomsAbstract
This study investigated whether, and in what differentiated ways, teacher emotional intelligence (EI) is associated with behavioral, emotional, and cognitive engagement among learners in Iranian EFL classrooms. Using a cross-sectional, multilevel design, data were collected from 25 EFL teachers and 232 students in Tehran, Karaj, and surrounding suburbs. Teacher EI was measured through four theoretically grounded facets (emotional perception, emotional understanding, emotional regulation, and relational–empathic competence) while student engagement was assessed across its behavioral, emotional, and cognitive dimensions. Descriptive analyses and intraclass correlations confirmed meaningful between-teacher variance for emotional and cognitive engagement. Multilevel models revealed a differentiated pattern: teachers’ emotional perception uniquely predicted students’ emotional engagement, whereas emotional regulation and relational–empathic competence were the strongest predictors of cognitive engagement. Behavioral engagement, although high across classes, showed only weak associations with EI. These findings refine existing accounts by demonstrating that not all EI facets contribute equally to all forms of engagement, and that teacher EI is most consequential for the affective and cognitive components that support deeper learning. The study underscores the importance of targeted EI-oriented professional development while highlighting structural features of high-stakes EFL contexts that may constrain behavioral engagement.
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Copyright (c) 2025 Hossein Siahpoosh; Seyed Rahman Pazhouhesh (Author)
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