University of Tabriz Journal of English Language Teaching and Learning 2251-7995 16 34 2024 12 01 Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase 97 112 18524 10.22034/elt.2024.63038.2685 EN Raziyeh Fallah Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran Azizeh Chalak Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran Hossein Heidari Tabrizi Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran 0000-0002-9360-1555 Journal Article 2024 08 19 Following an explanatory sequential design, this study explored the possible association between the Professional Identity (PI) of Iranian female EFL university teachers in the Habitual Burnout (HB) phase and their Emotional Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) was developed to investigate the promising relationships. In the subsequent qualitative phase, their comments regarding the associations determined were analyzed to evaluate the model and seek remedies to help female EFL university teachers in the HB phase. To collect the required data from 67 conveniently selected Iranian female EFL university teachers in the HB phase, the Burnout Assessment Tool, Emotional Intelligence Scale, and PI Scale for Iranian English Teachers were employed. The results showed a significant causal relationship between the PI and EQ of the participants, and the findings of the interviews confirmed the causal association, providing some suggestions for female EFL university teachers to help them handle their severe burnout levels. The findings may provide implications for university EFL teachers, curriculum designers of TEFL education, and educational psychologists. https://elt.tabrizu.ac.ir/article_18524_9829a3fb2834a62259c51065b80afe36.pdf