Published November 25, 2025
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Examining the Interactions Among Teachers' Emotional Intelligence, Socio- Emotional Competence, and Classroom Management Effectiveness in Evolving Educational Contexts
Description
- Teachers operate in emotionally complex classrooms where instructional success depends as
much on relational attunement as on pedagogical skill. Emotional Intelligence (EI) — the
capacity to perceive, regulate, and respond to emotions — has been linked to improved
classroom climate and teacher well-being. Yet empirical clarity on how specific EI
competencies shape classroom management remains limited, particularly within Indian
schools, where emotional labour is high and formal EI training is minimal. Emerging work on
teacher well-being and emotional grounding (e.g., Sheokand, 2025) underscores EI as a
professional competency rather than an innate trait. - Purpose: This study examines the interplay between teachers’ emotional intelligence, socio-
emotional competence, and classroom management effectiveness. It identifies which EI - dimensions most strongly influence behavioural stability and explores how teachers apply
emotional competence in real classroom situations.
Methods: Using a mixed-method design, data were collected from 100 teachers through the
Emotional Intelligence Scale (Schutte et al., 1998) and a Classroom Management Self-Efficacy
Inventory. Twenty teachers participated in semi-structured interviews. Quantitative analysis
used descriptive statistics, correlations, and regression modelling; qualitative data were
examined using Braun and Clarke’s thematic analysis.
Results: Emotional intelligence showed a strong positive relationship with classroom
management (r = .71, p < .001). Empathy (β = .38) and self-regulation (β = .32) were the
strongest predictors of management effectiveness. Interviews confirmed that high-EI teachersde-escalate conflict through composure, interpret behaviour empathetically, and maintain
emotional tone as a form of leadership.
Conclusions: EI is a core pedagogical capability, not an optional skill. Teachers with strong
empathy and emotional regulation build safer, calmer, and more collaborative classrooms.
Emotional competence directly shapes behavioural outcomes, teacher adaptability, and
classroom climate.
Implications: Teacher education and professional development must integrate structured EI
training, focusing on reflective practice, emotional regulation, and relational awareness. Policy
frameworks should recognize socio-emotional competence as fundamental to teaching quality,
with implications for curriculum design, leadership development, and school culture.
Keywords: Emotional Intelligence, Socio-Emotional Competence, Classroom Management,
Teacher Efficacy, Empathy, Educational Psychology
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Additional details
Identifiers
- ISSN
- 3048-9792