Exploring the Interplay Between Self-Confidence and Emotional Intelligence in College-Level Educators: Implications for Teaching Effectiveness and Student Engagement

Abstract

This study explores the relationship between self-confidence and emotional intelligence in college-level educators and examines their combined impact on teaching effectiveness and student engagement. As modern educational demands evolve, educators are increasingly recognized for their role in not only delivering content but also in fostering an inclusive, emotionally supportive learning environment. Self-confidence enables educators to present material with clarity, maintain authority, and adapt to diverse classroom challenges, while emotional intelligence equips them with empathy, self-awareness, and social skills essential for connecting with students on a personal level. The interplay of these traits contributes to a balanced teaching approach that supports both academic and emotional needs in students, thereby promoting active engagement, participation, and a positive classroom climate. This study utilizes a mixed-methods approach, combining quantitative self assessments and qualitative interviews to capture the nuanced ways in which self-confidence and emotional intelligence interact and influence teaching dynamics. Findings indicate that educators who possess both high self-confidence and emotional intelligence create classrooms that encourage open communication, foster psychological safety, and inspire student motivation. However, several limitations are noted, including the subjective nature of self-reported data and the influence of cultural and contextual factors on perceptions of confidence and emotional intelligence. Additionally, the study's cross-sectional design limits insights into the long-term development of these traits in educators. Despite these limitations, the study underscores the critical role of emotional and interpersonal skills in effective teaching, suggesting that professional development programs should integrate training in self-confidence and emotional intelligence to enhance educators’ overall impact. These findings contribute to a growing body of literature advocating for a holistic approach to educator preparation, one that values emotional acumen and self-assuredness alongside academic expertise. By emphasizing the importance of these traits, institutions can better support educators in creating enriching, engaging, and resilient learning environments that prepare students for both academic success and personal growth.