THE IMPACT OF EMOTIONAL INTELLIGENCE ON TEACHER-STUDENT RELATIONSHIPS IN PAKISTANI HIGHER EDUCATION: A MIXED-METHODS APPROACH

Abstract

This mixed-methods study investigated the impact of emotional intelligence on teacher-student relationships in Pakistani higher education institutions. Using a convergent parallel design, the research involved 450 participants (200 faculty members and 250 students) from five universities across Punjab, Sindh, and Khyber Pakhtunkhwa provinces. Quantitative data were collected using the Emotional Intelligence Scale (EIS) and Teacher-Student Relationship Scale (TSRS), while qualitative insights were gathered through 30 in-depth interviews and 6 focus group discussions. Results revealed a strong positive correlation (r = 0.78, p < 0.001) between teachers' emotional intelligence and relationship quality. Teachers with higher emotional intelligence demonstrated significantly better relationships with students across all measured dimensions. Self-regulation and social awareness emerged as the strongest predictors of positive teacher-student relationships. Qualitative findings highlighted cultural factors unique to Pakistani contexts, including respect for authority, hierarchical communication patterns, and the importance of emotional support in academic success. The study found that emotionally intelligent teachers were more effective in managing classroom dynamics, understanding student needs, and creating supportive learning environments. These findings have significant implications for teacher training programs and educational policy in Pakistani higher education, suggesting that developing emotional intelligence competencies should be prioritized to enhance educational outcomes and student satisfaction.