Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase

Following an explanatory sequential design, this study explored the possible association between the Professional Identity (PI) of Iranian female EFL university teachers in the Habitual Burnout (HB) phase and their Emotional Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) was developed to investigate the promising relationships. In the subsequent qualitative phase, their comments regarding the associations determined were analyzed to evaluate the model and seek remedies to help female EFL university teachers in the HB phase. To collect the required data from 67 conveniently selected Iranian female EFL university teachers in the HB phase, the Burnout Assessment Tool, Emotional Intelligence Scale, and PI Scale for Iranian English Teachers were employed. The results showed a significant causal relationship between the PI and EQ of the participants, and the findings of the interviews confirmed the causal association, providing some suggestions for female EFL university teachers to help them handle their severe burnout levels. The findings may provide implications for university EFL teachers, curriculum designers of TEFL education, and educational psychologists.