Abstract
The primary focus of studies in recent decades has been on multiple intelligence and critical thinking, which are frequently considered the main aspects in enhancing second language (L2) learners' skills. This study examines the extent to which English language teachers employ successful intelligence skills according to the following variables: years of experience, gender, and educational level. The study sample consisted of 123 teachers of English in Ma'an, Jordan, who were chosen randomly. Palos' and Maricutoiu’s scales were used to collect data. The results of the study indicated that the average total score for the teachers' successful employment of intelligence skills was moderate, with a mean of 3.66. "Reproduction" scored high with a mean of 3.86; "analytical intelligence" scored high with a mean of 3.80; "creative intelligence" scored average with a mean of 3.64; and "practical intelligence" scored medium with a mean of 3.35. There were no statistically significant differences attributable to years of experience, while there were differences attributed to gender in favor of females in all domains except for ‘creative intelligence’ which was in favor of males. There were no educational level differences in the degree of "successful intelligence" employment in teaching. This calls for the need to employ modern teaching methods to develop teachers professionally, such as teaching based on reproduction, analytical, creative, and practical intelligence. The study recommends providing pre-service and in-service training to improve new teachers’ competencies in employing intelligence skills based on creativity and practical teaching because they are important in teaching a foreign language.