Abstract:
This study aimed to investigate the relationship between teachers' emotional intelligence and professional self-efficacy as predictors of students' academic achievement. An analytical cross-sectional design was used with a sample size of 550 teachers selected through probability sampling procedures. The data were collected using the Emotional Intelligence Scale and the Teacher Self-Efficacy Scale. The results of the study revealed that the teachers in the Wa West District had low emotional intelligence and low self-efficacy. However, emotional intelligence was found to predict self-efficacy positively. Furthermore, emotional intelligence and teachers' professional self-efficacy were found to positively predict students' academic achievement. These findings suggest that teachers' emotional intelligence and professional self-efficacy are important factors in predicting students' academic achievement. It is recommended that teachers in the Wa West District should be provided with training programs to improve their emotional intelligence and self-efficacy. This would enhance their ability to effectively manage their emotions, cope with stress, and engage in positive interactions with students. Additionally, teachers should be encouraged to collaborate with colleagues, participate in professional development activities, and receive feedback on their teaching practices to improve their professional self-efficacy.
