Abstract This paper reports an investigation into the relationships between global trait emotional intelligence (Trait EI), as well as the four factors that constitute it (well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and sociability were significantly positively correlated with most dependent variables while emotionality and self-control were significantly correlated with a number of dependent variables. Global Trait EI and emotionality were significantly positively linked to the English proficiency of English foreign language users but not to that of the English L1 users. The pedagogical implication is that having a sufficient level of Trait EI helps teachers deal effectively with their own and their students’ emotions.

中文翻译：

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特质情绪智力与经验丰富的ESL / EFL老师的英语爱，对学生和机构的态度，自我报告的课堂练习，享受和创造力之间的关系

摘要本文研究了全球特质情商（Trait EI）及其构成的四个因素（幸福感，情绪，自我控制和社交能力）与来自513名经验丰富的ESL的定量数据之间的关系。 / EFL的老师来自世界各地，他们对英语的热爱，对学生和学校的态度，自我报告的课堂做法，他们的享受，不可预测性和创造力。结果显示出显着的正相关。分析显示，全球特质EI，幸福感和社交能力与大多数因变量呈显着正相关，而情绪和自我控制与许多因变量呈显着正相关。全球特质EI和情感水平与英语外语用户的英语水平显着正相关，而与英语L1用户的英语水平却没有显着正相关。教学的含义是具有足够水平的Trait EI，可以帮助教师有效地处理自己和学生的情绪。