Examining the Interactions Among Teachers' Emotional Intelligence, Socio- Emotional Competence, and Classroom Management Effectiveness in Evolving Educational Contexts

Teachers operate in emotionally complex classrooms where instructional success depends asmuch on relational attunement as on pedagogical skill. Emotional Intelligence (EI) — thecapacity to perceive, regulate, and respond to emotions — has been linked to improvedclassroom climate and teacher well-being. Yet empirical clarity on how specific EIcompetencies shape classroom management remains limited, particularly within Indianschools, where emotional labour is high and formal EI training is minimal. Emerging work onteacher well-being and emotional grounding (e.g., Sheokand, 2025) underscores EI as aprofessional competency rather than an innate trait. Purpose: This study examines the interplay between teachers’ emotional intelligence, socio-emotional competence, and classroom management effectiveness. It identifies which EI dimensions most strongly influence behavioural stability and explores how teachers applyemotional competence in real classroom situations.Methods: Using a mixed-method design, data were collected from 100 teachers through theEmotional Intelligence Scale (Schutte et al., 1998) and a Classroom Management Self-EfficacyInventory. Twenty teachers participated in semi-structured interviews. Quantitative analysisused descriptive statistics, correlations, and regression modelling; qualitative data wereexamined using Braun and Clarke’s thematic analysis.Results: Emotional intelligence showed a strong positive relationship with classroommanagement (r = .71, p < .001). Empathy (β = .38) and self-regulation (β = .32) were thestrongest predictors of management effectiveness. Interviews confirmed that high-EI teachersde-escalate conflict through composure, interpret behaviour empathetically, and maintainemotional tone as a form of leadership.Conclusions: EI is a core pedagogical capability, not an optional skill. Teachers with strongempathy and emotional regulation build safer, calmer, and more collaborative classrooms.Emotional competence directly shapes behavioural outcomes, teacher adaptability, andclassroom climate.Implications: Teacher education and professional development must integrate structured EItraining, focusing on reflective practice, emotional regulation, and relational awareness. Policyframeworks should recognize socio-emotional competence as fundamental to teaching quality,with implications for curriculum design, leadership development, and school culture.Keywords: Emotional Intelligence, Socio-Emotional Competence, Classroom Management,Teacher Efficacy, Empathy, Educational Psychology