International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Effectiveness of Online Teaching Among Secondary School Teachers: A Study of the Role of Self-Efficacy, Emotional Intelligence, Parental Attitude, and Mental Health

Author(s) Ms. Rashida Irfan, Prof. Dr. Mohd Sadiq Ali Khan
Country India
Abstract Abstract
Background
The shift to online teaching during and after the COVID-19 pandemic has transformed educational practices, especially for secondary school teachers. This transition has placed new demands on teachers' self-efficacy, emotional intelligence, and mental health, all of which are critical to the effectiveness of online teaching.
Purpose
This study examines the impact of self-efficacy, emotional intelligence, and mental health on the effectiveness of online teaching among secondary school teachers. It aims to identify key factors that enhance or hinder teachers' ability to deliver effective online education.
Method
A mixed-methods approach was used, combining quantitative surveys and qualitative interviews with secondary school teachers. The survey measured levels of self-efficacy, emotional intelligence, and mental health, while interviews provided deeper insights into teachers' experiences and perceptions. Data analysis included statistical correlations and thematic analysis to identify patterns and relationships among variables.
Findings
Self-efficacy: Teachers with higher self-efficacy reported greater confidence in managing online platforms, engaging students, and adapting to digital tools. Increased self-efficacy was linked to improved teaching effectiveness and student outcomes.
Emotional intelligence: Teachers with strong emotional intelligence were better at managing their own emotions, recognizing students' emotional needs, and fostering a supportive online environment. This led to higher student engagement and reduced classroom anxiety.
Mental health: Teachers experiencing better mental health coped more effectively with the stresses of remote teaching. Poor mental health, including stress and burnout, negatively impacted teaching quality and student interaction.
Interconnectedness: The study found that self-efficacy, emotional intelligence, and mental health are interrelated and collectively contribute to the effectiveness of online teaching.
Conclusion
The effectiveness of online teaching among secondary school teachers is significantly influenced by self-efficacy, emotional intelligence, and mental health. Professional development programs should prioritize building teachers' confidence in digital skills, fostering emotional intelligence, and supporting mental well-being. Addressing these factors holistically can enhance the effectiveness of online teaching, benefiting both teachers and students in the evolving educational landscape.
Keywords Keywords: - Online Teaching, Secondary School Teachers, Self-Efficacy, Emotional Intelligence Mental Health, Teaching Effectiveness, Remote Learning, Teacher Well-being, Digital Education
Field Arts
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-23
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.54004
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