The current investigation evaluates the role of teacher’s emotional intelligence (EI) in influencing students with autism spectrum disorder (ASD) with regard to their societal competence and degree of happiness, putting a priority on the mediated role of teacher-parent cooperation (TPC). Employing standardized tools, a quantitative methodology was adopted to evaluate 25 teacher’s and parent’s societal competence, envisioned TPC, EI, and student happiness in inclusive classrooms with autistic students. The results point out that teacher’s EI significantly correlated with ASD student’s societal competence (r = 0.82, p < 0.05), happiness level (r = 0.78, p < 0.05) and academic performance (r = 0.88, p < 0.01). Additionally, it has been identified that TPS regulates this relationship. TPC significantly correlated with ASD student’s happiness level (r = 0.72, p < 0.05), societal competence (r = 0.11, p < 0.05) and academic performance (r = 0.85, p < 0.01), corroborating that collaborating is critical for boosting the numerous benefits of ASD students. The findings reveal that EI teachers are more inclined to have solid, conversational discussions with parents, which boosts ASD student’s outcomes. The above findings demonstrate the significance of incorporating emotional intelligence training into curricula to assist teachers and to support organized mechanisms for collaboration between teachers and parents. The investigation highlights the diverse effects of teacher traits on the continued development and wellness of autistic pupils, contributing to the expanding volume of understanding in inclusive teaching.
Samanta et al. (Wed,) studied this question.