The Influence of Emotional Intelligence on Effective Teaching and Classroom Management: A Comparative Study of Pakistan and Developed Nations

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The study aims to determine the importance of Teacher Emotional Intelligence (EI) in teaching and classroom management in Pakistan and compare it with developed countries to find interventions to improve teacher performance and classroom climate. The research explores the EI understanding and how Pakistani educators are trained and facilitated to incorporate it in their teaching, as well as the potential and percentage differences compared to developed countries like the United States, United Kingdom, and Finland. The study aims to address issues prevalent in Pakistani classrooms such as poor discipline, low motivation, and high dropout rates due to inadequate appreciation of students' emotional and social aspects. The Pakistan education system is still in crisis, with little or no value attached to EI of students. The study used quantitative and qualitative methods, including twenty semi-structured interviews with teachers from public and private schools in Lahore, Karachi, and Islamabad. The findings show that while participants are aware of EI's significance for teaching, there is a serious dearth of substantive EI professional development programs, leading to variable use of EI methodologies in the teacher population. This results in a sexual division of labor, which affects not only physical management of classrooms but also students' interactions and achievement in Pakistan schools. The findings have several implications, including implementing EI as a key feature of the curriculum for teacher preparation, conducting continuous professional development workshops involving emotional and social learning for teachers, and demanding a new culture in education where social and emotional learning is as important as academic learning within the ideal education system. Applying these strategies enables one construct a emotionally safe classroom that enhances student’s welfare, better performance, reduced behavioral issues thus making schools more effective and equitable. This research forms a basis for researching the implementation of EI in Pakistan, and further research on its impact on students, teachers, and numerous faculties within the country.