Teachers’ Emotional Intelligence and Classroom Management Effectiveness: A Mixed-Method Study of the Mediating Role of Socio-Emotional Competence
Abstract
Teaching is an inherently emotional profession, requiring continuous navigation between cognitive instruction and affective regulation. This study investigates how teachers’ emotional intelligence (EI)—specifically their socio-emotional competence—shapes classroom management effectiveness, teacher well-being, and student engagement. Grounded in Goleman’s (1995) five-dimensional model and the Social-Emotional Learning (CASEL, 2020) framework, the research conceptualizes EI not as a personality trait but as a pedagogical competency essential to classroom leadership. A mixed-method design was employed involving 100 secondary school teachers from diverse institutional settings across India. Quantitative data were collected using the Emotional Intelligence Scale (Schutte et al., 1998) and a Classroom Management Self-Efficacy Inventory, while qualitative data were obtained through semi-structured interviews with 20 participants. Data analysis integrated Pearson correlation, multiple regression, and thematic analysis following Braun and Clarke (2006). The findings reveal a strong positive correlation (r = .71, p < .001) between overall emotional intelligence and classroom management effectiveness. Among EI dimensions, empathy (β = .38) and self-regulation (β = .32) emerged as the most powerful predictors of effective classroom management. Qualitative narratives confirmed that emotionally intelligent teachers cultivate trust, emotional safety, and behavioral stability through composure and empathetic attunement. The study concludes that emotional intelligence functions as a core professional competency, not a peripheral disposition. Teachers’ ability to regulate their emotions and respond empathetically directly influences classroom climate and student engagement. Integrating EI-focused modules into teacher education and professional development programs can enhance emotional resilience, instructional effectiveness, and institutional harmony.