emotional intelligence, motivation and job satisfaction among efl english practitioners

The present study aims to explore the relationships between emotional intelligence, motivation, and job satisfaction among iranian teachers of english as a foreign language (efl). emotional intelligence, which encompasses the skills of recognizing, interpreting, and regulating emotions, significantly impacts teacher’ motivation and job satisfaction. motivation, both intrinsic and extrinsic, serves as a bridge between emotional intelligence and job satisfaction, influencing teachers’ engagement, persistence, and effectiveness in their roles. job satisfaction, in turn, reflects teachers’ emotional and evaluative attitudes toward their work, impacting their performance and retention. using a quantitative correlational design, this study collected data from 70 iranian efl teachers through three standardized questionnaires: the schutte self-report emotional intelligence test (sseit), the teachers’ motivation questionnaire (tmq), and the minnesota satisfaction questionnaire (msq). the analysis of the data involved using both descriptive and inferential statistical methods, notably incorporating pearson’s correlation coefficient. the results revealed significant positive relationships between emotional intelligence and motivation, as well as between motivation (both intrinsic and extrinsic) and job satisfaction. teachers with higher emotional intelligence reported greater motivation, which in turn led to higher job satisfaction. these findings underscore the critical need of fostering emotional intelligence and motivation among efl teachers to enhance their job satisfaction and overall well-being. the study concludes with practical recommendations for educational institutions, including targeted professional development programs, motivational strategies, and supportive work environments. it also suggests directions for future research, such as longitudinal studies and cross-cultural comparisons, to further explore these relationships in diverse educational contexts.