Empirical Investigation of Emotional Intelligence Components Enhancing Teacher Effectiveness in Higher Education.

This study evaluates the relationship between Emotional Intelligence (EI) and Teacher Effectiveness (TE) among faculty in Indian colleges using an empirical approach. Four dimensions of EI—Self-Emotional Appraisal (SEA), Others’ Emotional Appraisal (OEA), Regulation of Emotion (ROE), and Use of Emotion (UOE)—were assessed to determine their impact on TE. Data were collected from 600 college teachers using the Wong and Law Emotional Intelligence Scale (WLEIS), which comprised sixteen items. The findings reveal a significant relationship between EI and TE, with UOE demonstrating the most substantial impact. Employing Linear Structural Equation Modelling (SEM), the study confirmed that the measurement, structural, and overall models aligned well. However, the research has limitations, including its reliance on quantitative methods and self-report measures, which may introduce social desirability bias. Future studies should incorporate qualitative methods and explore the integration of EI into academic curricula. Practical implications suggest targeted interventions to enhance EI components, thereby improving TE cost-effectively. This research underscores the importance of culturally relevant EI strategies in enhancing teacher performance in Indian higher education, offering valuable insights for policymakers and educational stakeholders.