Gender differences in components of emotional intelligence among secondary school teachers

Emotional Intelligence (EI) plays a crucial role in the effectiveness of educators, influencing classroom management, student engagement, and personal well-being. This study examines gender differences in specific components of EI- self-awareness, self-regulation, and social awareness- among secondary school teachers. A sample of 411 teachers (200 females, 211 miles) from various secondary schools was assessed using a standardized EI questionnaire. Independent t-tests revealed no significant difference in self-awareness (p = 0.07), but significant differences in self-regulation (p = 0.01) and social awareness (p = 0.00), with female teachers scoring higher on average. These findings suggest that gender may influence certain EI facets, with implications for teacher training programs. Limitations and future research directions are discussed.