Emotional Intelligence as a Predictor of Self-Efficacy Among Teachers: A Cross-Sectional Study

Abstract

Emotional intelligence (EI) and teacher self-efficacy (TSE) are seen as two essential attributes of teachers that positively influence students. The present study aim to investigate the relationship between teacher emotional intelligence and teacher self-efficacy. It was also hypothesized that teachers EI will predict TSE of STEM teachers. A total of 107 instructors (male=56, female=51),  from both public sector colleges were recruited in study. Study employed a quantitative research design using convenient sampling to collect the data. The results revealed a statistically significant positive correlation (r = .267, p = .005) between EI and TSE, indicating that teachers with higher teachers’ EI tend to account greater self-efficacy. Furthermore, the regression analysis depict that that teachers’ EI significantly positively predicted TSE, (β = .026, p = .005). These findings highlight the importance of EI in fostering teacher confidence and perceived teaching effectiveness. The study suggests that educational institutions should prioritize the development of EI in teacher training and professional development programs.