Role of Machine Communication in Developing Socio-Emotional Competencies among Secondary School Teachers

Abstract

The study titled “Role of Machine Communication in Developing Socio-Emotional Competencies Among Secondary School Teachers” investigates how modern digital and AI-based communication systems contribute to teachers’ socio-emotional development. The main objectives of the study were to examine the role of machine communication in developing socio-emotional competencies, to explore its relationship with emotional regulation, social awareness, and relationship management, and to determine its predictive effect on socio-emotional competencies among secondary school teachers. A quantitative research design based on a correlational survey method was adopted to conduct the study. The population consisted of approximately 120 public secondary schools of District Islamabad with nearly 2,400 secondary school teachers as respondents. A sample of 331 secondary school teachers was selected through stratified random sampling technique to ensure equal representation. A structured questionnaire based on a five-point Likert scale was used as a research tool. Content validity was ensured through expert review, while reliability was confirmed using Cronbach’s Alpha (0.87). Data were analyzed using SPSS through descriptive statistics, Pearson correlation, and regression analysis. The first objective revealed that machine communication positively contributes to the development of socio-emotional competencies among secondary school teachers. Based on this finding, it is recommended that teachers should be provided regular training programs on effective use of machine communication tools to strengthen their socio-emotional and professional competencies. The significance of the study lies in its contribution to educational technology literature, teacher development policies, and understanding the psychological and emotional impacts of AI-based communication systems in secondary education.