Teacher Emotional Intelligence as a Predictor of Classroom Engagement and Student Behavioral Adjustment

Abstract

This study investigates the predictive role of teacher emotional intelligence on classroom engagement and student behavioral adjustment in secondary schools. Using a predictive correlational design, data were collected from 300 teachers and 900 students across government and private schools. Teacher emotional intelligence was assessed through a standardized inventory, while student engagement and behavioral adjustment were measured using student- and teacher-reported scales. Findings revealed that emotional intelligence significantly predicted both engagement and behavioral adjustment even after controlling for background factors. Classroom engagement partially mediated the relationship between emotional intelligence and behavioral outcomes, indicating that emotionally intelligent teachers promote positive behavior by increasing learner participation. The results affirm that emotional intelligence is a critical teaching competency with direct implications for classroom functioning. The study recommends incorporating emotional-competence training into teacher education and school-based professional development to strengthen classroom management and student outcomes.