“Teaching with Heart and Mind: The Mediating Role of Emotional Regulation Between Emotional Intelligence and Teacher Effectiveness”

Abstract

The goal of this study was to examine the effect of Emotional Intelligence (EI) on the performance of secondary school educators in Pakistan. Using a mixed-methods research study, data were collected from 200 secondary school teachers via the distribution of standardized questionnaires and semi-structured interviews. Quantitative results showed a strong positive correlation between Emotional Intelligence and the performance of educators (r = .68, p < .01), and regression analysis demonstrated that EI explained 46% of the teaching effectiveness variance. Qualitative outcomes also showed that educators with strong emotional intelligence exhibited strong classroom management, communication, and adaptability skills and thus developed supportive and inspiring learning environments. While no significant gender differences emerged, educators from private institutions displayed higher levels of EI and performance compared to educators teaching at public institutions. Outcome results highlight the value of Emotional Intelligence as an essential professional competency working to enhance instructional quality and the well-being of educators. This study contributes to the theory by verifying Goleman's Emotional Competence Framework and the Job Demands–Resources theory within the educational realm among the secondary school system within the country. Practical implications indicate the value of the inclusion of EI training within preservice and inservice educator programs. Finally, the study hypothesizes improving the emotional competence among educators can enhance the effectiveness of teaching and the overall results within developing countries.