Exploring the Relationship between Secondary School Teachers’ Emotional Intelligence and their Classroom Management in Punjab, Pakistan

Abstract

This study explores the relationship between Emotional Intelligence (EI) and Classroom Management (CM) of public secondary school teachers’ in Punjab Province, Pakistan. It was correlational and descriptive study. This study was conducted on a sample of 585 Public Secondary School Teachers in Punjab by using multistage sampling techniques. Data was collected using expertly validated, close ended and standardized two questionnaires. For confirmation of validity and reliability these tools were pilot tested. The researcher applied both (descriptive and inferential) statistics for data analysis using SPSS-26. Percentages and frequencies were calculated using descriptive statistics, while Pearson-r was applied to find correlation between the concerned constructs, EI and CM. Regression analysis techniques were employed to investigate the impact of emotional intelligence on secondary school teachers' classroom management. Similarly, independent sample t-test was also employed to ascertain results and conclusion in data analysis. Results revealed that there was strongly positive relationship between public secondary school teachers’ emotional intelligence and their classroom management. Key finding of the research were given as firstly, a moderately positive relationship between EI and CM of secondary school teachers was identified; secondly, EI and CM were different for male and female teachers similarly, urban and rural teachers also experience different level of EI and CM; lastly, significant effect of EI on teachers’’ CM was also explored.