Emotional Intelligence and Teacher Self-Efficacy: Their Influence on The Teaching Effectiveness of Clinical Instructors in Selected Nursing Institutions

This study examined the influence of emotional intelligence and teacher self-efficacy on the teaching effectiveness of clinical instructors as perceived by Level 4 nursing students in selected nursing institutions in Bukidnon. Emotional intelligence was measured across four domains: self-awareness, self-regulation, motivation, and social skills, while teacher self-efficacy was evaluated in terms of student engagement, instructional strategies, and classroom management. Teaching effectiveness was assessed based on instructional competence, student interaction, and assessment and feedback. Utilizing a descriptive-correlational research design, the study employed a structured questionnaire administered to a purposive sample of Level 4 nursing students who had direct experience with clinical instructors. Descriptive statistics showed that emotional intelligence was rated moderate to high, with motivation scoring the highest. Teacher efficacy components were consistently rated high, as was overall teaching effectiveness. Pearson correlation analysis revealed a significant yet unexpected negative relationship between self-awareness and teaching effectiveness (r = -0.941, p = .000). Regression analysis indicated that while self-awareness was the only significant predictor (B = -0.619, p = .020), the overall model was not statistically significant (F = 8.995, p = .104). Based on the findings, it was concluded that there is a significant relationship between emotional intelligence—particularly self-awareness—and teaching effectiveness. However, the predictive power of emotional intelligence on teaching effectiveness was limited when considered as a model. These results suggest that although clinical instructors possess both emotional and instructional competencies, self-awareness may not always translate to positive perceptions of teaching effectiveness. The study highlights the need to further investigate how emotional expressions are interpreted in clinical teaching and calls for culturally responsive faculty development.