Abstract:
This study investigates the impact of emotional intelligence (EI) on the performance of EFL university teachers at the English language department at universityof Ghardaïa. It aims to explore the relationship between emotional intelligence and teaching performance. The study hypothesises that teachers with higher EI demonstrate greater adaptability, improved communication skills, and enhanced knowledge transfer compared to those with lower EI. To test this hypotheses, a descriptive research method was adopted, utilising three data collection tools: classroom observations, a questionnaire administered to 100 first- and second-year EFL students, and interviews conducted with 4 EFL university teachers. The findings reveal a strong correlation between emotional intelligence and teaching performance, highlighting that teachers with higher EI create more engaging learning environments, demonstrate better classroom management skills, and enhance student learning experiences. These results emphasise the importance of integrating emotional intelligence training into professional development programmes for university educators.
