Relationship of Teacher's Emotional Intelligence and Students' Empathic Intelligence and Self-Esteem

Abstract

The study delved into the multifaceted role of teachers, encompassing aspects of evaluation, cognitive diagnostics, social interaction facilitation, and emotional engagement. Emphasizing emotional intelligence (EI) and its role in classroom teaching, the research investigated the role of teachers' EI on students' empathetic intelligence and self-esteem at the secondary level. The study, conducted in tehsil Rawalpindi's public sector secondary schools, involved a substantial population of 127,082 students and 4772 teachers, with a sample size of 350 students and 150 teachers selected using a multistage sampling technique which includes random sampling technique and proportionate stratified sampling technique. Employing a quantitative approach and correlational research design, the study used questionnaires validated through pilot testing for data collection. Analysis using SPSS included means and Pearson correlations, revealing a positive significant link between teachers' emotional intelligence and students' self-esteem at the secondary level. A moderate yet significant relationship emerged between teachers' emotional intelligence and students' empathetic intelligence. In the conclusion, these results highlight the importance of emotional intelligence in education, as it has an important effect on students' empathy and self-esteem. Enhancing the educational experience and fostering supportive relationships require developing emotional intelligence in both educators and students as well as providing a caring emotional environment.