This study, first, examined the role of Iranian EFL teachers multiple intelligences (MI) in their success in language teaching in language institutes. In the second place, the role of gender and the most effective intelligences of teachers with respect to their teaching success was investigated. To this end, 92 EFL teachers were selected according to available sampling from different language institutes in Mashhad. At the end of the term, the teachers sat through the Multiple Intelligence Developmental Assessment Scale (MIDAS). At the same time, a questionnaire -Students View of an Ideal Teacher- was given to the students of those teachers (N=779). By this questionnaire, the teachers performance was evaluated by their students in terms of teacher s teaching capabilities, personality, order and regularity, supplementary programs and activities, and social and educational life. The subsequent data analysis and statistical calculations via correlation and t-test revealed that there is a significant relationship between teachers success and their interpersonal, kinesthetic, and musical intelligences, but there is no significant relationship between teachers success and other types of intelligences. Furthermore, no significant differences were found between gender and MI with respect to teaching success.

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