Mediating Role of Classroom Management in the Relationship between Teachers’ Social and Emotional Intelligence and Learning Environment

Abstract

Teachers play a central role in shaping the classroom climate through their ability to understand, regulate, and manage emotions—both their own and those of their students. At the higher secondary level, students face academic pressure, career uncertainty, identity formation, and social challenges. In such a critical developmental stage, teachers’ social and emotional intelligence (SEI) becomes essential for maintaining supportive, equitable, and motivating classroom environments. However, limited research has comprehensively examined how teachers’ SEI directly influences the classroom-learning environment.

Therefore, this study was undertaken to fill this gap by empirically investigating the relationship between teachers’ SEI and classroom effectiveness, with the aim of informing teacher education, policy development, and professional training programs. The present study investigated the role of classroom management in the relationship between social and emotional intelligence (SEI) and classroom learning environment (CLE). A mixed-methods research design was employed. Quantitative data were collected through standardized questionnaires, and qualitative data were obtained through semi-structured interviews to gain deeper insights into teachers’ socio-emotional competencies and classroom practices. Results indicated that teachers demonstrated moderate to high levels of SEI, with self-management and relationship management emerging as the strongest dimensions. A significant positive relationship was found between SEI and CLE. Teachers with higher SEI fostered more supportive, equitable, cohesive, and motivating classroom environments. The study concludes that teachers’ SEI is a strong predictor of classroom effectiveness and recommends integrating SEI development into teacher education and professional training programs.