The Effect of Emotional Intelligence of Persian Language Teachers to Non-Persian Speakers on Teaching Quality

This study aimed to investigate the effect of emotional intelligence of Persian language teachers to non-Persian speakers on the quality of their teaching. The statistical population of the study included Persian language teachers and language learners who were teaching and learning Persian at the Persian Language Teaching Center to Non-Persian Speakers of Imam Khomeini International University of Qazvin. The research sample consisted of 8 teachers and 124 language learners who were selected through purposive sampling. To collect data, questionnaires measuring emotional intelligence (according to the Mayer and Salovey model, 1997) and teaching quality from the learners' perspective, based on the Danielson model (2013), were considered. SPSS software version 27 was used in data analysis, and descriptive statistics (mean, standard deviation, frequency) and inferential statistics (Spearman's correlation coefficient) were used. Although previous research has mainly emphasized the positive effect of emotional intelligence on improving teaching quality, the findings of this study showed, contrary to expectations, that this relationship is not necessarily always positive. High levels of emotional intelligence can have a negative effect on teaching quality in some situations. Some dimensions of emotional intelligence, especially excessive empathy and intense emotional involvement, can lead to reduced educational efficiency. The relationship between emotional intelligence and teaching appears to be more complex than previously suggested. Therefore, creating frameworks that enable teachers to empathize with learners, maintain their professional boundaries, and adopt a balanced approach to classroom management can improve the quality of teaching and increase the effectiveness of education.
Extended Abstract:
Introduction
In today's world, with the expansion of cultural and linguistic interactions, the importance of improving the quality of teaching in language education, especially in the field of languages whose audiences use a different native language, has been increasingly observed. The quality of teaching is of particular importance as a key factor in improving learning outcomes, increasing learner motivation and engagement, and creating a dynamic and constructive learning environment among multilingual learners. In the meantime, teachers' emotional intelligence, as one of the main components in improving educational performance, plays an important role in creating a positive learning environment and effective classroom management. According to Goleman (1995) and Petrides (2001), emotional intelligence skills such as self-awareness, self-regulation, empathy, and social skills are considered essential elements of success in teaching and can lead to improved interactions between teachers and learners and enhanced educational productivity. Considering the importance of the educational environment and the interaction of individual factors of teachers on teaching quality, a detailed examination of the role of emotional intelligence as an influential factor in the teaching process is an important and noteworthy topic in the field of educational research. In recent years, the study of the relationship between teachers' emotional intelligence and teaching performance in higher education has received attention. Numerous studies have shown that teachers with high levels of emotional intelligence are more capable of employing effective teaching methods, increasing student engagement, and creating supportive learning environments. Despite extensive studies on the impact of emotional intelligence on the quality of teaching in foreign languages such as English, limited research has been conducted on teaching Persian to non-Persian speakers. Therefore, the present study aims to fill this gap and provide new practical insights to improve the quality of Persian language teaching to non-Persian speakers. This study examines the relationship between teachers' emotional intelligence and the quality of their teaching from the perspective of language learners.
         Research Question 1:  What is the relationship between the quality of teachers' teaching from the perspective of learners and their emotional intelligence?
         Research Question 2:. Which dimension of teachers' emotional intelligence has the greatest impact on the quality of their teaching?
 
Methodology
 This research is a correlational study and aims to investigate the relationship between the quality of teachers' teaching from the perspective of language learners and their emotional intelligence, as well as to determine the effect of different dimensions of emotional intelligence on the quality of teachers' teaching. The research method is quantitative and descriptive-analytical, and since the main goal of the research is to identify the relationship between quantitative variables, the correlation method has been chosen as an appropriate approach to analyze the relationships between the variables under study. The statistical population of the present study included Persian language instructors and language learners who were teaching and learning at the Persian Language Training Center for Non-Persian Speakers at Imam Khomeini International University of Qazvin. The research sample consisted of 8 instructors and 124 language learners at the Advanced Level, who were selected through purposive sampling. Two standard questionnaires were used to collect data: the Emotional Intelligence Assessment Questionnaire, consisting of 40 questions that assessed the four main dimensions of emotional intelligence (according to the Mayer and Salovey, 1997 model), and the Teaching Quality Questionnaire from the Learners' Perspective, consisting of 21 questions that was designed based on the Danielsen (2013) model and examined different dimensions of teaching quality. Data analysis was performed using SPSS version 27 software. Descriptive statistics (mean, standard deviation, frequency) and inferential statistics (Spearman's correlation coefficient) were used. Given the non-normal distribution of the data and the rank scale of the questionnaires, Spearman's correlation coefficient, which is suitable for non-parametric analyses, was used.
Results
 The initial statistical analysis focused on the relationship between the teachers' overall EI scores (as a composite measure from the EI questionnaire) and the students' aggregate ratings of overall teaching quality. This analysis revealed a negative trend in the relationship, with a Spearman's rank-order correlation coefficient (ρ) of -0.620. However, despite this observable negative direction, the correlation did not achieve statistical significance at the conventional alpha level of 0.05 (p = 0.101). This outcome suggests that while there might be a tendency for higher overall teacher EI to be associated with lower overall student perceptions of teaching quality in this specific sample, a definitive, statistically robust inverse relationship across all facets of teaching could not be firmly established. To gain a more granular understanding, students' perceptions of teaching quality were disaggregated into their constituent subscales based on Danielson's (2013) framework. When teachers' overall EI scores were correlated with these specific subscales, a statistically significant negative correlation emerged between overall teacher EI and the "Instruction" component of teaching quality (Spearman's ρ = -0.743, p = 0.035). The "Instruction" domain encompasses core pedagogical practices such as communicating with students, using questioning and discussion techniques, engaging students in learning, and using assessment in instruction. This finding implies that, for this particular group of teachers and students, higher overall EI in teachers was associated with lower student ratings specifically concerning these direct instructional practices and the perceived clarity and effectiveness of teaching delivery. The pattern of results, particularly the statistically significant negative correlation between the "Perceiving Emotions" dimension of EI and overall teaching quality, as well as the negative correlation between overall teacher EI and the "Instruction" subscale of teaching quality, presents a notable divergence from the bulk of existing educational literature, which typically posits a uniformly beneficial role for teacher EI. These counterintuitive findings necessitate careful consideration and interpretation. Several potential explanations can be posited for these outcomes. Firstly, it is conceivable that teachers who possess exceptionally high levels of EI, especially in the domain of "Perceiving Emotions," might become overly attuned to, or even preoccupied with, the emotional states and subtle affective cues of their students. This heightened emotional vigilance, while potentially well-intentioned, could inadvertently lead to a diversion of cognitive resources and focus away from core pedagogical tasks, such as clear explanation of grammatical concepts, structured lesson delivery, or timely error correction. In essence, an overemphasis on the emotional climate might inadvertently compromise the perceived effectiveness of direct instruction. Secondly, students themselves may form different, perhaps more critical or higher, expectations of instructional delivery from teachers whom they perceive as being highly empathetic, understanding, or emotionally astute. If a teacher is seen as particularly skilled in understanding student feelings, students might, consciously or unconsciously, elevate their standards for other aspects of teaching, such as the clarity of explanations or the organization of material. If these heightened instructional expectations are not fully met, even if the teacher excels in emotional support, it could lead to more critical evaluations of teaching quality. Thirdly, the allocation of class time and teacher energy could be a factor. Teachers with high EI might dedicate a substantial portion of class time and effort to fostering a positive emotional climate, building rapport, and providing individualized socio-emotional support. While these activities are undoubtedly valuable for creating a comfortable learning atmosphere, they might reduce the time available for direct academic instruction, practice, and feedback on linguistic forms, which could, in turn, affect student perceptions of the instructional quality, especially in intensive language learning contexts where progress in language skills is a primary student goal.
  
Conclusion
This research concludes that the relationship between the emotional intelligence of Persian language teachers and the quality of their teaching, as perceived by their non-Persian speaking students in this specific context, is multifaceted and considerably more nuanced than a simple, direct positive correlation often assumed in general educational discourse. The findings, particularly the observed negative associations between certain EI dimensions (most notably "Perceiving Emotions") and specific aspects of teaching quality (specifically the "Instruction" domain), strongly suggest that possessing high EI, in and of itself, does not automatically guarantee higher perceived teaching effectiveness in all respects within the PFL classroom. The principles and generalizations inferred from these results indicate that while EI is undoubtedly an important personal attribute for educators, its direct translation into consistently effective teaching practices, as judged by students, is not straightforward. This study highlights exceptions to the generally positive portrayal of EI in education, particularly when specific dimensions of EI are considered in relation to discrete components of the teaching process. It suggests that an overemphasis on certain emotional competencies, or their application in particular ways, might even be perceived by students as detracting from other crucial aspects of instruction. The theoretical implications of these findings point towards the need for a more refined and context-sensitive model of how teacher EI operates within the foreign language classroom. Such a model should consider potential trade-offs, complexities, and the interaction between different EI dimensions and specific pedagogical demands. It challenges the notion of EI as a universally "good" trait in teaching, suggesting instead that its optimal expression and utility may depend on the specific learning objectives, student population, and cultural context. From a practical standpoint, the implications for teacher education and professional development in the PFL field are significant. Programs should aim not only to cultivate emotional skills in prospective and practicing teachers but also to provide explicit guidance on how to integrate these skills effectively and judiciously with robust pedagogical strategies. This includes training teachers to achieve a balance, ensuring that emotional attunement and supportive classroom climates enhance, rather than inadvertently detract from, instructional clarity, content delivery, error correction, and overall learning effectiveness. Teachers need to be aware of how their emotional expressiveness and focus are perceived by students from diverse backgrounds.
 
Conflict of Interest
 The authors declare that there is no conflict of interest.
 
Acknowledgment
The authors wish to express their sincere gratitude to the Persian instructors and Persian learners who generously participated in this study.