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

Document Type : Research Paper

Authors

1 Corresponding author, Assisstant Professor in Teaching Persian Language, Imam Khomeini International University, Qazvin, Iran.

2 Graduate of Teaching Persian to Non-Persian Speakers, Imam Khomeini International University, Qazvin, Iran

10.30479/jtpsol.2025.22304.1713

Abstract

This study aimed to investigate the effect of emotional intelligence of Persian language teachers to non-Persian speakers on the quality of their teaching. 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 model of Mayer and Salovey, 1997) and teaching quality from the learners' perspective, based on the model of Danielson (2013), were considered. In data analysis, SPSS software version 27 was used, and descriptive statistics (mean, standard deviation, frequency) and inferential statistics (Spearman's correlation coefficient) methods were used. Although previous research has mainly emphasized the positive effect of emotional intelligence in 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 impact on the quality of teaching in some situations. Some dimensions of emotional intelligence, especially excessive empathy and intense emotional involvement, can lead to reduced educational efficiency. It seems that the relationship between emotional intelligence and teaching is more complex than has been suggested in previous research. Therefore, creating frameworks that enable teachers to empathize with learners, maintain their professional boundaries, and have a balanced approach to classroom management can lead to improved teaching quality and increased educational effectiveness.

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History

  • Receive Date: 30 June 2025
  • Revise Date: 03 August 2025
  • Accept Date: 07 August 2025

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