Teacher Effectiveness and Emotional Intelligence: An Ex Post-Facto Analysis

Abstract

This article informs about the nature and magnitude of the relationship between teacher effectiveness and emotional intelligence, and how teacher effectiveness varies with differences in emotional intelligence. The analysis of the data from 360 secondary school teachers demonstrated meaningful relations between teacher effectiveness and emotional intelligence. Ex post-facto coefficients ranged from 0.16 to 0.72. The strength and direction of relations were found for teacher effectiveness with high, moderate and low group of emotional intelligence. The correlation indices ranged from 0.03 to 0.99. The teachers with a high level of emotional intelligence were found to be better in teacher effectiveness compared to their counterparts, the moderate and low level of emotional intelligence. It can be concluded that 39% of the variability in the likelihood of being effective teachers can be explained by emotional intelligence. Thus, emotional intelligence as software package of teacher training programme needs to be incorporated because human brain is considered as ‘hardware’, while the ‘heart’ as software.