Emotional Intelligence and Resilience as Correlates of Teacher Effectiveness among EFL Teachers
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Emotional intelligence (EI) and resilience are widely recognized as key psychological resources that support professional effectiveness. However, their joint contribution to teacher effectiveness has not yet been empirically examined among English as a Foreign Language (EFL) instructors in the Iraqi Kurdistan Region. To address this gap, the present study employed a cross-sectional correlational design to examine the relationships among emotional intelligence, resilience, and teacher effectiveness. Data were collected from a convenience sample of 112 EFL teachers employed at private language institutes across three governorates of the Iraqi Kurdistan Region. Participants completed three validated self-report instruments, and the resulting data were analyzed using Pearson product–moment correlation and simultaneous multiple regression. The results revealed that both emotional intelligence and resilience were significantly and positively correlated with teacher effectiveness. Together, the two variables significantly predicted teacher effectiveness and accounted for a substantial proportion of its variance. Standardized regression coefficients further indicated that resilience made a greater unique contribution to teacher effectiveness than emotional intelligence. These findings demonstrate that emotional intelligence and resilience are significant correlates of teacher effectiveness in the Iraqi Kurdish EFL context and highlight their potential relevance to teacher education and professional development.
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