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Abstract
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The role of emotional and social competencies in educational settings has garnered significant research attention in recent years. English as a Foreign Language (EFL) teaching is a demanding profession that requires not only linguistic expertise but also strong emotional and interpersonal abilities to navigate classroom dynamics effectively. Given the challenges EFL teachers face, resilience—the capacity to adapt to and recover from adversity—has become a crucial factor in teacher success and well-being (Beltman et al., 2011). Resilience in educational contexts has been defined as teachers’ ability to maintain commitment, motivation, and effectiveness despite facing professional challenges (Dewaele et al., 2008; Rezapoor & Mohammadzadeh, 2024). In this context, social intelligence (SI), cultural intelligence (CQ), and trait emotional intelligence (TEI) are essential constructs that influence teachers' professional resilience. In recent years, the intersection of resilience with various forms of intelligence—such as SI, CQ, and TEI—has gained scholarly interest. Social intelligence (Aljuaid, 2024; Gkonou & Mercer, 2017) enables teachers to navigate social interactions effectively, fostering strong relationships with students and colleagues. Cultural intelligence (Bagheri Nevisi & Alasadi, 2022; Wujiabudula & Karatepe, 2020) allows teachers to function efficiently in culturally diverse classrooms, an essential skill in multicultural EFL settings. Trait emotional intelligence (Brackett et al., 2011; Petrides, 2009) pertains to individuals’ ability to perceive, regulate, and utilize emotions effectively in professional and personal domains. While these intelligences have been individually studied in relation to teacher effectiveness and well-being, there remains a gap in understanding their combined impact on resilience, particularly in the Iraqi EFL context. The study is grounded in the theories of emotional intelligence (Goleman, 1995; Mayer & Salovey, 1997), social i
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