Analysis of Predictive Relationship of Emotional Intelligence and Teacher Self-Efficacy with Instructional Effectiveness among Prospective Teachers Enrolled in Teacher Education Institutions in Pakistan
Abstract
The research titled “Analysis of predictive relationship of emotional intelligence and teacher self-efficacy with instructional effectiveness among prospective teachers enrolled in teacher education institutions in Pakistan” is an effort to explore and determine the relationship between the independent variables “Emotional Intelligence” and “Teacher Self-Efficacy” and the dependent variable of Instructional Effectiveness. The study evaluates the predictive nature of two significant attributes of a professional teacher, one of which is psychological and the other is professional, to the outcome variable, "instructional effectiveness". Prospective Teachers who were enrolled in teacher education institutions in Karachi were selected as the population of the study. The nature of the research is quantitative. A closed-ended questionnaire (a 5-point Likert scale) was used to collect data. The sample size of the study was 400 respondents from the selected sample. Cluster sampling technique, one of the probability sampling techniques, was the adopted technique in the study. Careful efforts were made to ensure the trustworthiness and credibility of the study. The obtained numerical data were statistically analyzed by using multiple linear regression. SPSS 20 was employed to carry out the statistical analysis. The regression analysis enables the researcher to predict the variance in the dependent variable because of the independent variables. The study intends to assess the sources of productive teaching and learning processes that determine the student’s performance or achievement. Research studies have proven that students’ achievement and success depends upon several external factors among them teachers’ emotional intelligence and their self-efficacy are more crucial. The study presents valuable empirical insights about the impacts of teachers’ emotional intelligence and their self-efficacy, obtained inductively from our local context, that may benefit policy planners, researchers, teacher educators, teacher education academia, curriculum developers, and all stakeholders in developing teacher development programs by including the dimensions of emotional intelligence skills, and to maximize the teachers' professional competency essential to enhance instructional effectiveness and school performance. Finally, the researcher suggests new directions for future research in the domain of the research.
https://doi.org/10.5281/zenodo.23284226
