Emotional Competence (EC) is a key ability for teachers, in determining classroom climate, pupil engagement, and teacher well-being. The present study investigates the emotional competence of secondary school teachers in terms of their skill to perceive, understand, control, and use emotions effectively in teaching. A quantitative technique was utilized with the help of standardized measures such as the Emotional Competence Scale (ECS) administered to teachers of varied schools in Erode District of Tamil Nadu. The Findings reveal differences in EC across dimensions of gender, marital status, and institutional nature. Findings emphasize the necessity for policy-driven professional development interventions to make teachers more emotionally intelligent, thereby enhancing pedagogical effectiveness and student performance. The research emphasizes the function of emotional competence in developing effective learning environments.
Subramanian et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: