The Possible Relationship between Teachers Self-efficacy and Emotional Intelligence among EFL Pre-Service Teachers in Iran

The proved role of teachers as crucial one in educational settings makes many researches have been conducted to highlight their different aspects, among them self-efficacy and emotional intelligence receive more attention as predicator of teaching effectiveness. The purpose of present study was to examine the relationship between emotional intelligence and self-efficacy of pre-service EFL teachers. To this end, 116 EFL student teachers were selected according to convenience sampling from different universities in Iran. To gather the data, they were asked to complete the “Teachers’ Sense of Efficacy Scale (TSES)” (Tschannen-Moran Woolfolk Hoy, 2001), and the “Emotional Intelligence Questionnaire” (Bar-On, 1997). Data were analyzed using SPSS program (version 19). Correlational analysis shows that emotional intelligence was significantly involved in teacher self-efficacy. In addition, ANOVA was used to assess the influence of age, gender and years of teaching experience. Results showed that both self-efficacy and emotional intelligence affected by years of teaching experience though no effect for age and gender was observed.