الفهرس 
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Abstract
The present study aimed at developing EFL teachers’ level of professional performance in the linguistic, psychological, pedagogical and social aspects through the implementation of a proposed strategic plan based on emotional intelligence. The participants were 17 Egyptian primary and preparatory EFL schoolteachers from five Egyptian governorates. The instruments were a professional performance questionnaire, a structured interview and an observation sheet designed by the researcher. Assessment was done through a pre-post administration of the study instruments on the one-group participants of the study. Teachers’ scores on the pre and post-tests were statistically analyzed. The quantitative and qualitative analyses of the results revealed that Egyptian EFL teachers were inadequately trained on emotional intelligence in relation to professional performance. The findings indicated statistical significant differences in both administrations in favor of the post-administration. Thus, both quantitative and qualitative analyses of the results revealed that there was a strong positive correlation between enhancing Egyptian EFL teachers’ emotional intelligence, the development of their professional performance, and conceptual and declarative knowledge in the linguistic, psychological, pedagogical, and social domains.