The Correlation between School EFL Teachers’ Effectiveness and Their Narrative Intelligence

Soheila Rezaei Khordkhili, Behdokht Malamiri


The purpose of this study was to examine the relationship between narrative intelligence of EFL (English as a foreign language) teachers and their pedagogical success at high schools. This study was carried out in high schools in Sari, Mazandaran, Iran. A population of 38 EFL teachers took part in this project. Two main instruments were utilized in this study namely, ‘the Narrative Intelligence Scale and Characteristics of Successful Teachers Questionnaire’. Teachers were also given tasks to measure their narrative intelligence. English teachers were asked to take a look at a story and then recount the story (task 1). After that, the researcher asked the teachers to describe their first day at university (task 2). In the second phase of the study, Successful Teacher Questionnaire was administered to language learners to assess their success. The data analyses revealed that there was a significant relationship between participants’ Persian and English narrative intelligences and their pedagogical success. Finally, teachers’ Persian and English narrative intelligences were a significant predictor of their teaching success.

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Journal of Studies in Education ISSN 2162-6952


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