Impact of Science Teachers’ Emotional Intelligence on Self-Efficacy at Secondary Level

Abstract

The present study explored the relationship between teachers’ emotional intelligence and their self-efficacy at the secondary school level. A correlational research design was employed, and a multi-stage random sampling procedure was used to select participants. The final sample comprised 1,623 male and female secondary school teachers. Data were collected through two standardized, closed-ended questionnaires. Inferential statistical techniques, including Pearson’s correlation coefficient and linear regression analysis, were utilized to examine the data. The findings indicated a significant positive relationship between emotional intelligence and self-efficacy among teachers. Moreover, emotional intelligence emerged as a strong and significant predictor of teachers’ self-efficacy. In light of these findings, the study recommends fostering emotional intelligence competencies among teachers as a means to strengthen their sense of efficacy in performing professional responsibilities.