Impact of Human–Machine Interaction on the Emotional Intelligence of Secondary School Teachers in Islamabad

Abstract

The present study titled “Impact of Human–Machine Interaction on the Emotional Intelligence of Secondary School Teachers in Islamabad” investigates the relationship between technology-based communication systems and teachers’ socio-emotional competencies in educational settings. The increasing use of artificial intelligence and machine-based communication tools in schools has raised concerns regarding their influence on teachers’ emotional intelligence. The objectives of the study were to examine the level of human–machine interaction among secondary school teachers, assess their emotional intelligence, and determine the impact of human–machine interaction on emotional intelligence. The study adopted a quantitative, descriptive-correlational research design to explore relationships between variables in a systematic and objective manner. The population of the study consisted of secondary school teachers working in public and private schools of District Rawalpindi, comprising approximately 450 secondary schools and nearly 9,000 secondary school teachers. A sample of 300 secondary school teachers was selected using a proportionate stratified random sampling technique to ensure equal representation of gender and school sector. The research tool was a structured questionnaire based on a five-point Likert scale measuring human–machine interaction and emotional intelligence dimensions including self-awareness, self-regulation, empathy, motivation, and social skills. Validity of the research instrument was ensured through expert review, while reliability was confirmed using Cronbach’s Alpha with an acceptable value above 0.70 after pilot testing on 30 teachers. Data were analyzed using SPSS through descriptive statistics, Pearson correlation, and regression analysis. The first objective finding revealed that the level of human–machine interaction among secondary school teachers was moderate to high and significantly associated with emotional intelligence, indicating that increased engagement with digital and AI-based systems supports emotional awareness and regulation; it is recommended that teachers be provided structured training programs on effective use of AI tools to further enhance both technological competence and emotional intelligence in classroom practice. The significance of the study lies in its contribution to understanding how modern technological interactions influence teachers’ emotional competencies, providing valuable insights for policymakers, school administrators, and teacher educators to balance technological integration with socio-emotional development in educational environments.