Emotional Intelligence and Its Impact on Teacher Effectiveness: A Correlation Study On Secondary School Teachers

Abstract

This study aims to explore the relationship between emotional intelligence (EI) and teacher effectiveness in secondary school teachers. Emotional intelligence refers to an individual's ability to perceive, assess, and manage emotions, both in themselves and in others. Teacher effectiveness encompasses a variety of qualities, such as teaching skills, classroom management, student engagement, and the ability to create a positive learning environment.

This research investigates the degree to which EI impacts various aspects of teacher effectiveness, and how secondary school teachers with high EI perform in the classroom compared to their peers.

This quantitative correlation study investigates the intricate relationship between the effectiveness of teachers and their emotional intelligence in the secondary educational institutions/schools of Mathura District Uttar Pradesh seeking to elucidate the predictive power of emotional intelligence on teacher performance. The paper further aims to provide novel insights into the psychological factors influencing teacher effectiveness, ultimately informing evidence-based strategies for teacher development, training, and educational policy.

1.Introduction

The quality of education is inextricably linked to teacher effectiveness, which profoundly impacts student outcomes, academic achievement, and overall educational experience. Emotional intelligence (EI), encompassing the ability to recognize, understand, and manage one's own emotions and those of others (Goleman, 1995), plays a pivotal role in shaping teachers' instructional practices, classroom management, and interpersonal relationships.

(Marc A. & Peter, 2006) research presents a comprehensive overview of the factor emotional intelligence and its measurement using the Mayer-Salovey-Caruso Emotional Intelligence Test. Emotional Intelligence can be defined as the ability to identify, appreciate, practice, and manage sentiments effectively. The researchers of the study had proposed a four branched model of emotional intelligence that includes noticing emotions, using emotions to facilitate thought, understanding emotions, and managing emotions. The MSCEIT is a reliable and valid instrument designed to measure these four branches. The article provides evidence for the MSCEIT's discriminate, convergent, and predictive validity, demonstrating its ability to distinguish EI from other constructs, correlate with related measures, and predict important outcomes.