3. Nowadays, Iranian teachers face excessive expectations and
demands, such as increased accountability, lack of parental support,
lack of available resources, negative student attitudes, low paying
salaries, and low status of the profession. As a result, many
teachers experience job dissatisfaction and these led them have
contributed to stress, burnout, and a high turnover rate (Hosseinian,
2008; Mousavi, Yarmohammadi, Bani Nosrat, & Tarasi, 2012).
3
4. According to researches (Hasankhoyi, 2006; Naderi, 2012;
Shooshtarian, Ameli, & Aminilari, 2013), a job satisfaction
problem exists among Iranian teachers. In fact, many teachers are
leaving the profession because of job dissatisfaction.
Mertler (2002) indicates that it might be difficult for teachers to
bring the highest quality to their teaching if they are dissatisfied
with their jobs.
4
5. With the supporting evidence that Emotional Intelligence (EQ) -
the ability to understand your own emotions and those of people
around you - was closely related to and could be a predictor of job
satisfaction, the current researcher investigated the relationship
between Emotional Intelligence and job satisfaction among Iranian
EFL teachers in Language Institutes.
5
6. 1. Is there any relationship between Emotional Intelligence and job satisfaction
among Iranian EFL teachers in Language Institutes?
2. Do male and female L2 teachers differ from each other in terms of their EQ?
3. Do male and female L2 teachers differ from each other in terms of their job
satisfaction?
4. Do young and old L2 teachers differ from each other in terms of their EQ?
5. Do young and old L2 teachers differ from each other in terms of their job
satisfaction?
6. Do less and more experienced L2 teachers differ from each other in terms of their
EQ?
7. Do less and more experienced L2 teachers differ from each other in terms of their
job satisfaction?
6
7. 1. There is a significant relationship between Emotional Intelligence and job
satisfaction among Iranian EFL teachers in Language Institutes.
2. Male and female L2 teachers differ from each other in terms of their EQ.
3. Male and female L2 teachers differ from each other in terms of their job
satisfaction.
4. Young and old L2 teachers differ from each other in terms of their EQ.
5. Young and old L2 teachers differ from each other in terms of their job satisfaction.
6. Less and more experienced L2 teachers differ from each other in terms of their
EQ.
7. Less and more experienced L2 teachers differ from each other in terms of their job
satisfaction.
7
8. 100 EFL teachers
50 male and 50 female
Age range between 20 and 50
1 to 20 years of teaching experience
Different majors of English
BA., MA., and Ph.D. degrees
Language Institutes in Isfahan, Tehran, Shiraz, Tabriz, and
Mashhad
8
9. 1) The Bar-On Emotional Quotient Inventory (EQ-i)
Self-Report Scale
This scale defines and assesses the skills that comprise
Emotional Intelligence.
High scores show one’s effective functions in meeting
environmental demands. Low scores on this scale
suggest that one may have difficulty succeeding in life
and experience social, emotional, and behavioral
problems (Bar-On, 2000).
9
10. 2) The Job Descriptive Index (JDI)
This scale measures employees’ satisfaction with their
present job. It has a total of five scales, present job
satisfaction, pay satisfaction, opportunities for promotion,
supervision satisfaction, and coworker satisfaction.
When interpreting the results, a score of 27, per scale, is
considered to be the neutral point. A score above or below it
indicates either general satisfaction or general
dissatisfaction (Balzer, Kihm, Smith, Irwin, Bachiochi,
Robie, Sinar, & Parra, 1997). 10
11. • Completed the Bar-On EQ-i Scale and the JDI.
• Chose an option for each statement that they felt accurately
described them.
• Provided some basic demographic information such as their gender,
age, and years of teaching on the questionnaires.
• Each questionnaire was assigned a code number which served as the
teacher’s identification code, since no identifiable information was
on either form.
11
12. To investigate the first research hypothesis, Pearson Product
Moment correlations were applied to the data.
To examine the second, third, fourth, fifth, sixth, and seventh
research hypotheses, Independent-Samples t-tests were run as
well.
12
13. Descriptive Statistics for Distribution of Participants’ Emotional Intelligence
Mean Std. Deviation Minimum Maximum
Total EQ 334.84 35.93 219 420
N = 100.
13
Descriptive Statistics for Distribution of Participants’ Job Satisfaction
Mean
Std.
Deviation
Minimum Maximum
Total Job Satisfaction a 145.53 23.97 89 201
Present Job Satisfaction b 44.68 8.72 6 54
Pay Satisfaction b 21.13 10.10 0 42
Supervision Satisfaction b 42.36 7.68 20 54
Coworker Satisfaction b 37.36 9.83 18 54
N = 100; a = Scale range 0 – 216; b = Scale range 0 – 54.
14. Pearson Product Moment Correlation between EQ and Job Satisfaction
Total Job Satisfaction
Total EQ
Pearson Correlation
Sig. (2-tailed)
.262**
.009
N = 100; **p < .01.
14
1. There is a significant relationship between Emotional Intelligence
and job satisfaction among Iranian EFL teachers in Language Institutes.
15. Independent-Samples T-test for Emotional Intelligence and Gender
t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Total EQ -.455 98 .650 -3.280 7.216 -17.600 11.040
Descriptive Statistics for Male and Female Teachers’ Emotional Intelligence
Gender n Mean Std. Deviation
Std. Error
Mean
Total EQ
Male 50 333.04 35.232 4.982
Female 50 333.20 36.908 5.220
N = 100.
15
2. Male and female L2 teachers differ from each other in terms of
their EQ.
16. Independent-Samples T-test for Job Satisfaction and Gender
t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Total Job
Satisfaction
3.832 98 .000 17.220 4.494 8.302 26.138
Descriptive Statistics for Male and Female Teachers’ Job Satisfaction
Gender n Mean Std. Deviation
Std. Error
Mean
Total Job
Satisfaction
Male 50 154.14 22.865 3.234
Female 50 136.92 22.066 3.121
N = 100.
16
3. Male and female L2 teachers differ from each other in terms of their
job satisfaction.
17. Independent-Samples T-test for Emotional Intelligence and Age
t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Total EQ -1.776 98 .079 -23.272 13.104 -49.276 2.732
Descriptive Statistics for Young and Old Teachers’ Emotional Intelligence
Age n Mean
Std.
Deviation
Std. Error
Mean
Total EQ
Young (20-35) 92 332.98 36.205 3.775
Old (36-50) 8 332.25 32.550 2.033
N = 100.
17
4. Young and old L2 teachers differ from each other in terms of their EQ.
18. Independent-Samples T-test for Job Satisfaction and Age
t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Total Job
Satisfaction
-.996 98 .322 -8.799 8.836 -26.334 8.737
Descriptive Statistics for Young and Old Teachers’ Job Satisfaction
Age n Mean
Std.
Deviation
Std. Error
Mean
Total Job
Satisfaction
Young (20-35) 92 153.96 38.83 13.768
Old (36-50) 8 153.63 36.150 12.781
N = 100.
18
5. Young and old L2 teachers differ from each other in terms of their
job satisfaction.
19. Independent-Samples T-test for Emotional Intelligence and Years of Teaching Experience
t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Total EQ -.324 98 .747 -4.083 12.614 -29.114 20.948
Descriptive Statistics for Less and More Experienced Teachers’ Emotional Intelligence
Teaching Experience n Mean
Std.
Deviation
Std. Error
Mean
Total EQ
Less Experienced (1-10) 91 334.47 35.385 3.709
More Experienced (11-20) 9 334.56 33.316 2.439
N = 100.
19
6. Less and more experienced L2 teachers differ from each other in
terms of their EQ.
20. Independent-Samples T-test for Job Satisfaction and Years of Teaching Experience
t df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Total Job
Satisfaction
.534 98 .595 4.490 8.407 -12.193 21.173
Descriptive Statistics for Less and More Experienced Teachers’ Job Satisfaction
Teaching Experience n Mean
Std.
Deviation
Std. Error
Mean
Total Job
Satisfaction
Less Experienced (1-10) 91 141.93 46.068 17.208
More Experienced (11-20) 9 141.44 45.796 15.265
N = 100.
20
7. Less and more experienced L2 teachers differ from each other in
terms of their job satisfaction.
21. In summary, results of the current study showed that
Iranian EFL teachers in Language Institutes had normal
emotional capacity and were highly satisfied with their
jobs.
In addition, it was revealed that there was a significant
positive relationship between Emotional Intelligence and
job satisfaction among EFL teachers. So teachers with
higher EQ and skills in controlling emotions, have more
job satisfaction, and they are more skillful at evaluating
and regulating their own emotions.
21
22. Findings of the present study indicated that male and
female EFL teachers differed in terms of their job
satisfaction and males were more satisfied with their jobs.
On the contrary, gender had no effect on EFL teachers’
Emotional Intelligence.
Moreover, findings reported that neither age nor years of
teaching experience had effect on Emotional Intelligence
and job satisfaction among EFL teachers.
22
