نشریه بین المللی

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This study investigated the relationship between Emotional Intelligence (EI) and teacher burnout among Iranian high school teachers. The role of teaching experience was also taken into consideration. To this end, 125 participants were selected through convenience sampling. The participants were given a set of questionnaires including Demographics, Farsi Maslach Burnout Inventory-Educators Survey, and Farsi 41-Revised Emotional Intelligence Scale. Data were analyzed using such statistical techniques as Pearson product moment correlation coefficient, multiple regression, and MANOVA. The results of the study revealed that there was a significant relationship between EI and burnout among high school teachers. The results of the multiple regressions also indicated that EI could predict a significant amount of variability in burnout components. As far as experience is concerned, there was a significant difference between moderately and highly experienced teachers in their emotional intelligence. The pedagogical implications of the study such as the preventive role of EI, further validation of this construct, and the creation of preventive strategies as regards for burnout are also discussed.