Impact of Classroom Emotional Intelligence on Self-Esteem andAcademic Achievement of Students at Secondary Level

Abstract

Emotional intelligence in the classroom is a crucial area of research in many academic disciplines
regarding secondary students' academic achievement and self-worth in the Dera Ismail Khan
district of Pakistan. The study's main objective was to assess CEI's impact on students' SE. The
second objective was to ascertain the effects of emotional intelligence in the classroom on the
academic performance of secondary school students. A total of 20 secondary schools were selected
from both rural and urban areas of Dera Ismail Khan. The population consisted of 49000
secondary school students. The sample of study 490 was comprised of 276 science students and
215 art students. Two questionnaires were constructed, i.e., the classroom emotional intelligence
questionnaire (CEIQ) and the self-esteem questionnaire (SEQ). Fifteen educational experts
validated all items of both CEIQ and SEQ. Still, the reliability of the data was assessed using the
Cronbach alpha test. The dependability of the EI was 0.811, and the SE was 0.801. The findings
of the study reveal that there is a positive relationship between classroom emotional intelligence
with self-esteem (r=.06**) and the academic achievement of students (r=.58**). The study
recommended that students be given more resources and encouragement to express their
destructive emotions before they label them with any undesirable characteristics.