Context-based variations in L2 teachers’ emotional intelligence: the case of Iranian public schools and private institutes

Purpose This study examined how educational setting is associated with Iranian English as a Foreign Language (EFL) teachers’ emotional intelligence (EI), considering factors that facilitate or hinder its development. Design/methodology/approach Employing a sequential explanatory mixed-methods design, data from 330 questionnaires were entered into Statistical Package for the Social Sciences 21 and analyzed using independent samples t-tests to compare EI levels between teachers in public schools and those in private institutes. Follow-up interviews were held with participants scoring near the median, and their responses were analyzed thematically in NVivo 12. Findings Results indicated that teachers in private institutes reported higher scores on all four EI subscales of sociability, self-control, well-being and emotionality. Qualitative data suggested that differences in EI may be associated with policy-, stakeholder- and classroom/curriculum-related factors. Originality/value This study frames EI as a context-dependent competency shaped by the work environment rather than an innate characteristic. The study concludes by outlining key practical implications and suggesting promising avenues for future research. These findings suggest that when schools provide supportive leadership and a positive environment, teachers’ EI can flourish, benefiting both their professional growth and their students’ learning experiences.