Effect of Teacher Emotional Intelligence and Rapport on Autonomy and Performance on Iraqi EFL Preparatory Students

Abstract This study investigates the impact of two interrelated affective variables—teacher emotional intelligence (EI) and teacher-student rapport—on learner autonomy and academic performance among Iraqi students studying English as a Foreign Language (EFL) in the preparatory stage. Grounded in Vygotsky’s Sociocultural Theory, Krashen’s Affective Filter Hypothesis, and Goleman’s Emotional Intelligence Framework, the research employs a quantitative descriptive-correlational design involving questionnaires administered to both teachers and students. Findings from 120 students and 10 teachers across five schools in Baghdad reveal strong correlations between high emotional intelligence in teachers and students’ ability to take responsibility for their learning. Similarly, teacher-student rapport was significantly associated with improved student engagement and self-reported academic performance. These findings are consistent with previous studies (Frisby & Martin, 2010; Dörnyei, 2001; Xie & Derakhshan, 2021) which stress the role of interpersonal dynamics in second language acquisition. The study recommends integrating EI training in teacher preparation programs and emphasizing relational pedagogy in Iraqi EFL classrooms. It further suggests that attention to the emotional climate of the classroom can directly enhance academic outcomes and foster autonomous learning behaviors among students.