Kamali, JaberJavahery, PouryaRektörlük, Yabancı Diller Okulu2024-08-202024-08-202024Kamali, J. ve Javahery, P. (2024). Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran. Human Arenas, 1-23. http://doi.org/10.1007/s42087-024-00438-x2522-57902522-5804http://doi.org/10.1007/s42087-024-00438-xhttps://hdl.handle.net/20.500.12154/2962This study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three pre dominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive. The findings of the study suggested that there were obvious differences in the way the teachers reacted to feedback from their observers. High EI teachers remained more confident after the negative feedback, were willing to listen to the observer, were active listeners, were open to criticism, and reflected on their performance. Low EI teachers, however, became agitated, failed to control their stress, tried to justify their performance, did not tend to accept the negative feedback, became defensive, responded immediately, and used discourse boosters frequently after the nega tive feedback. The study urges updated teacher education programs informed by teachers’ EI, particularly in providing feedback on their performance.eninfo:eu-repo/semantics/openAccessTeacher EducationTeacher Professional DevelopmentEmotional IntelligencePost-Observation ConferenceFeedbackThematic AnalysisArticle12310.1007/s42087-024-00438-xQ3WOS:0012906650000012-s2.0-85201195664Q2