THE ROLE OF EMOTIONAL INTELLIGENCE IN TEACHER EFFECTIVENESS IN PAKISTANI HIGHER EDUCATION

Abstract

This quantitative study investigated the relationship between emotional intelligence and teacher effectiveness among faculty members in Pakistani higher education institutions. A cross-sectional survey design was employed with 350 faculty members from public and private universities across four provinces of Pakistan. Data were collected using the Emotional Intelligence Scale and Teacher Effectiveness Scale, supplemented by student evaluations. Results revealed a significant positive correlation (r = 0.742, p < 0.001) between emotional intelligence and teacher effectiveness. Multiple regression analysis indicated that emotional intelligence explained 55.1% of the variance in teacher effectiveness scores. Self-awareness (β = 0.312, p < 0.001) and empathy (β = 0.285, p < 0.001) emerged as the strongest predictors of teaching effectiveness. The findings demonstrate that emotionally intelligent teachers exhibited superior pedagogical competence, enhanced student engagement, and improved academic outcomes. This study provides empirical evidence for the critical role of emotional intelligence in educational effectiveness within the Pakistani context and suggests the need for targeted professional development programs focusing on emotional competencies for higher education faculty.