reactive classroom management

This study delved into the interplay between Iranian EFL teachers' emotional intelligence and their classroom management styles. The study employed the Emotional Quotient Inventory (EQ-i) and the Competency and Behavior Management Survey (CBMS) to assess emotional intelligence and management styles of 110 EFL instructors from The Iran Language Institute. The findings revealed a statistically significant positive association between teachers' emotional intelligence and their preference for proactive classroom management strategies. Conversely, a significant negative correlation emerged between teachers' emotional intelligence and their inclination towards reactive management styles. Furthermore, the study identified a positive association between teachers' experience and both their emotional intelligence and their preference for proactive management. Additionally, teachers with master's degrees exhibited higher emotional intelligence levels, a stronger affinity for proactive strategies, and a weaker tendency for reactive approaches. These results hold significant implications for educators and teacher training programs. The study suggests a link between teachers' emotional intelligence and their successful implementation of classroom management strategies. This underscores the potential value of incorporating emotional intelligence development into teacher training programs, potentially enhancing future educators' ability to effectively manage their classrooms.