A STUDY OF TEACHERS’ EMOTIONAL INTELLIGENCE AND ITS ROLE IN MANAGING STUDENTS’ BEHAVIOUR AT SECONDARY SCHOOL LEVEL

Abstract

The current study examined teachers’ emotional intelligence and its role in managing students’ behaviour at secondary school level in District Bannu. Specifically, it focused on two dimensions of emotional intelligence, role in effective classroom management and students’ behaviour management. The study adopted a descriptive survey research design, and a self-developed questionnaire was used to collect data from secondary school teachers. The questionnaire consisted of two domains related to teachers’ emotional intelligence—while the classroom management section focused on promoting student engagement and managing students’ behaviour. The population comprised 1,113 teachers from 64 secondary schools in District Bannu, from which a sample of 286 teachers was selected using a statistical sampling calculator. The collected data were analyzed to examine teachers’ emotional intelligence and its role in effective classroom management and students’ behaviour management. The findings showed that teachers demonstrated positive emotional intelligence and effective behaviour-management skills. They were able to recognize emotions, maintain motivation, understand students’ emotional needs, promote accountability, and manage discipline fairly. However, emotional self-reflection remained an area requiring further improvement. It is recommended that schools and teacher training institutions emphasize emotional intelligence and behaviour-management training, while teachers engage in self-reflection and use positive, fair, and respectful strategies to manage students’ behaviour and create supportive classroom environments.