Identification and Modeling of Emotional Intelligence among Teachers in Public Schools of Ardabil Province

The present study aimed to identify, explain, and model the structure of emotional intelligence among teachers in public schools of Ardabil Province. This study adopted a quantitative approach and utilized standardized questionnaires based on the theoretical models of Salovey and Mayer (1997) and Goleman (1995) to examine different dimensions of emotional intelligence among teachers. The statistical population consisted of all teachers working in public schools in Ardabil Province, from which a sample was selected using a random sampling method. The findings indicated that the overall level of teachers’ emotional intelligence was above the average level. Significant differences were observed among its components, including emotional awareness, emotion management, emotional facilitation, and social relationships, indicating that some dimensions were in a more favorable condition than others. The results also showed that emotional intelligence had a positive and significant effect on improving teachers’ social relationships, the quality of classroom interactions, and their educational performance. Furthermore, regression analysis revealed that emotional intelligence can directly predict teachers’ success in classroom management, conflict resolution, controlling occupational stress, and effectively coping with professional challenges. Overall, the findings highlight the importance of developing and strengthening teachers’ emotional skills, as enhancing these competencies can contribute to creating a positive learning environment, increasing job satisfaction, reducing job burnout, and improving the quality of education. Finally, it is recommended that in-service training programs, emotional skills workshops, and professional development courses focusing on self-awareness, emotion management, and communication skills be designed and implemented for teachers to further promote their personal and professional growth.