Abstract
This study aims to examine the relationship between emotional intelligence (EQ) and job satisfaction among Iranian EFL teachers in Language Institutes and to determine the effect of their gender, age and years of teaching experience on these two constructs. For this purpose, 100 Language Institutes’ teachers from Isfahan, Tehran, Shiraz, Tabriz, and Mashhad provinces voluntarily participated in this study. Participants completed the Bar-On Emotional Quotient Inventory (EQ-i) Self-Report Scale, and the Job Descriptive Index (JDI). Pearson Product Moment correlations and Independent-Samples t-tests were applied to the data. The findings of the study showed that EFL teachers’ emotional intelligence was correlated significantly and positively with their job satisfaction, and male teachers were more satisfied with their job than females. Thus, emotional intelligence skills can be used in order to increase job satisfaction in educational environments and EFL teachers with high emotional intelligence are more satisfied with their job. Also, it was revealed that gender can be a predictor of job satisfaction.
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