Abstract

Abstract: Classroom Management refers to the strategies and skills teachers use to create an organized, productive, and positive learning environment. Effective classroom management involves maintaining student engagement, preventing disruptive behavior, and fostering mutual respect. Effective classroom management is closely linked to a teacher’s emotional intelligence (EI). EI the ability to recognize, understand, and manage one’s own emotions as well as those of others plays a crucial role in maintaining a positive and productive learning environment. Accordingly, the present study examined the relationship between teachers’ intelligence, personality traits, and classroom management and the predictive power of their components on classroom management. To achieve this research objective, 98 EFL teachers completed the Big Five Personality Test, Bar-On Emotional Intelligence Test and ABCC (Attitudes and Beliefs About Classroom Control) questionnaire. The results showed that there is a significant positive relationship between EI of teachers and teachers’ personality traits and their sense of classroom management.