فهرست نشریات علمی دسترسی آزاد ایران

Background: This research explored the relationship between teachers' emotional intelligence (EI) and classroom management in Iran’s distinct educational environment, where organizational hierarchies and systemic challenges may influence EI’s impact differently compared to Western contexts. Methods: A mixed-methods approach was adopted, involving 400 secondary school teachers (67% female; 36.8% early-career) from five Iranian provinces. Quantitative data were collected using established measures of emotional intelligence and classroom management, analyzed through structural equation modeling. Qualitative insights were drawn from 30 in-depth interviews, thematically analyzed, with methodological triangulation used to enhance reliability Results: Key outcomes include: Emotion regulation was the strongest predictor of behavior management (β=0.42, p<0.001), though its impact diminished by 31% in overcrowded classrooms; Cultural adaptation was widespread (73%), with educators adjusting Western EI techniques to align with local norms; and Early-career teachers depended more on EI (accounting for 39% of variance) compared to experienced colleagues (28%), despite the latter’s higher overall management scores (3.8 vs. 3.2, p<0.001). Systemic challenges such as large class sizes (65%), exam-centric pressures (92%), and insufficient training (87%) consistently hindered EI application. Conclusion: While fundamental EI skills retain cross-cultural validity, their efficacy in Iran is heavily influenced by contextual factors. The findings highlight the need for EI training programs that integrate cultural relevance, structural considerations, and career-stage variations. This study advances global EI discourse by illustrating how educational frameworks and cultural dynamics shape the practical use of emotional pedagogy.