Exploring the Interplay of Trait Emotional Intelligence and ESL Teacher Effectiveness: Is Self-Efficacy the Mechanism Linking Them?
Open accessAbstract
This study investigated the influence of trait emotional intelligence (EI) and self-efficacy (SE) on English as a Second Language (ESL) teachers’ effectiveness (TE). The study also explored the mediating role of teacher self-efficacy in augmenting the relationship between trait EI and teacher effectiveness. We adopted a quantitative survey design involving both public and private sector higher education institutions (HEIs) of Pakistan. The participants ( N = 243 ESL teachers) were selected via convenience sampling. Data were analyzed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) via SmartPLS3 software. Analysis through standard bootstrapping procedure resulted in direct and indirect (mediation analysis) path coefficients. Trait EI predicted ESL teachers’ effectiveness and self-efficacy. However, teacher self-efficacy was found to be more important as it revealed a larger effect on teacher effectiveness than trait EI and also mediated the relationship between trait EI and teacher effectiveness. The findings support previous research that positions emotional intelligence at the core of teaching effectiveness and has highlighted the predominant role that self-efficacy can play in strengthening this relationship. This study is significant as it underscored the importance of trait EI and self-efficacy in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.
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Anwar et al. (2021) found that emotional intelligence significantly predicts teacher effectiveness, while self-efficacy serves as a more dominant mediating factor.
“Their findings highlighted that while emotional intelligence significantly predicts teacher effectiveness, self-efficacy serves as a more dominant mediating factor”
From Nexus between Emotional Intelligence and Teacher Effectiveness: A Quantitative Study in Higher Education Institutions in Pakistan (2025) · cites this paper as Anwar et al. (2021)
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“Prior to assessing the model in SmartPLS3, normality was confirmed with the skewness and kurtosis of all the subscales and total scores of trait EI (TEIQue), SE (TSES), and TE (SAT) within the approved limits of ±1 (Gravetter & Wallnau, 2014) see Table 2.”
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Zhang, J., & Liu, W. (2026) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2026.2682435 · Cited by 25 · see citing works
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- Authors
- Anwar, R. H., Zaki, S., Memon, N., & Thurasamy, R.
- Affiliations
- NED University of Engineering and Technology (PK)
- Universiti Sains Malaysia, Minden, Penang, Malaysia
- Corresponding author
- Anwar, Rahila Huma
- Venue
- Sage Open
- Publisher
- SAGE Publications
- Published
- 2021-10
- Volume
- 11
- Issue
- 4
- ISSN
- 2158-2440 (ISSN-L)
- OpenAlex
- W3215110333
- Cited by
- 31
- References
- 14
- Citations by year
- 2026: 3 · 2025: 13 · 2024: 7 · 2023: 5 · 2022: 3
- FWCI
- 3.68
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- SAGE Open (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Greater South Information System
- Topics
- Social Sciences › Psychology › Social Psychology › Emotional Intelligence and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- trait emotional intelligence, teacher self-efficacy, teacher effectiveness, ESL teachers, English as a second language teaching, mediation, university teaching, higher education
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