One of the most important features that teachers need in order to play an effective role in the teaching process and communication is emotional awareness. Emotional awareness influences teacher-student interactions and shapes the classroom atmosphere and language-teaching context. This study was conducted to investigate the relationship between teachers’ age, gender, and years of experience and their level of emotional awareness based on a developed and validated scale for language teachers. To do so, 264 EFL language teachers and lecturers completed the demographic data section as well as the validated emotional awareness section of the self-report questionnaire. The analysis of the data revealed that there is a significant relationship between age and emotional awareness. Also, there is a significant difference among the mean scores of emotional awareness for different years of experience. An independent-samples t-test was run to compare the scores of male and female students in emotional awareness, which showed that there is a statistically significant difference in the mean scores of males’ and females’ emotional awareness. The findings of the study can have implications for scholars in the field of language education by highlighting the importance of considering both age and gender factors in understanding emotional awareness.