The relationship between teachers’ emotional intelligence and reflective teaching: The case of EFL experienced teachers

This study aims at disclosing the relationship between emotional intelligence and reflective teaching ability of experienced English teachers extent level impacts teaching. There were forty-one with least 3 years experience as participants instructing three different language institutes, four non-associate Professor Applied Linguistics, from Dehkadeh-ye-Olympic, Tehran governmental schools in Karaj. Two types questionnaires used to collect data: An Intelligence Questionnaire based on five-competency model a Reflective Teaching Questionnaire. The results obtained Pearson correlation well models multiple regression analysis showed that there relationships all five domains Also, it would be possible predict teachers’ performance reflectivity questionnaire their by questionnaire; accordingly, self-awareness motivation most powerful predictors.
 Keywords: EFL teachers; Emotional (EQ/EI); teaching; reflectivity.