The Impact of Emotional Intelligence on Teacher Performance: Evidence from Secondary Schools

Abstract

This qualitative research paper examines the role of emotional intelligence (EI) on the performance of secondary school teachers in Pakistan with a focus on classroom management, student engagement, and overall teaching and learning in the classroom. Based on Goleman's (1995) five-component theory, self-awareness, self-regulation, motivation, empathy, and social skills, the paper will examine how the five emotional competencies influence the behaviors and interactions of the teacher in complex classroom settings. The data were collected through semi-structured interviews with twenty teachers working in secondary schools and 5 administrators representing both government and non-government schools. Thematic analysis indicated that EI plays a key role in increasing classroom management, better teacher-student relationships, and increased professional satisfaction. Teachers with high EI were better at stress management, teaching based on empathy, and responsiveness to student needs. The results also indicate that emotional awareness does not only reduce burnout, but also creates a positive learning environment that promotes respect and academic interaction. The research finds that EI training is also beneficial in strengthening teacher performance and emotional stability in teachers working in secondary education sector in Pakistan by integrating this training with the professional development programs.