This paper studied the responses of 1704 learners of English as a foreign language (EFL) to the Persian Characteristics of Effective English Language Teachers (CEELT) questionnaire and their 95 teachers’ self report on Persian Emotional Quotient Inventory (EQ-I) in order to replicate Ghanizadeh and Moafian’s (2009) study with a more homogeneous sample. In contrast to the significant and positive correlation found between teacher effectiveness as measured by the CEELT and emotional intelligence as measured by the EQ-I (r = .39, p < .05) in their study, a significant but negative relationship was found between the two measures in this study (r = -.05, p < .05). However, the findings of this study showed that among the five competencies comprising the EQ-I, i.e., Intrapersonal, Interpersonal, Stress Management, Adaptability, and General Mood, only Interpersonal relates significantly not only to teacher effectiveness but also to its five underlying factors, i.e., Rapport, Fairness, Qualification, Facilitation and Examination as does its Empathy component. Similarly, out of the remaining 14 components, Social Responsibility of Interpersonal competence correlates positively and significantly with the CEELT and its Rapport, Fairness and Examination factors. The implications of the study are discussed and suggestions are made for future research.

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