Emotional Competencies of Secondary School Teachers: An Empirical Study

Author(s)	Dr. Ramesh Bhavisetti, Challapalli Ravi
Country	India
Abstract	The present study investigates the level of emotional competencies among secondary school teachers and examines differences based on gender, age, qualification, and teaching experience. Emotional competencies play a crucial role in teachers’ professional effectiveness, classroom climate, and student outcomes. Using a survey method, data were collected from 435 secondary school teachers working in government, aided, and unaided schools in Krishna District, Andhra Pradesh. The Emotional Competencies Scale based on Daniel Goleman’s model was employed to assess five dimensions: self-awareness, self-regulation, motivation, empathy, and social skills. Statistical analyses such as mean, standard deviation, independent t-test, and one-way ANOVA were used. The findings revealed significant differences in emotional competencies with respect to gender and teaching experience, while age and qualification did not show significant influence on overall emotional competencies. The study highlights the importance of integrating emotional competency development into teacher education and professional development programs.
Keywords	Emotional Competencies, Emotional Intelligence, Secondary School Teachers, Gender, Teaching Experience.
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-12-23
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.64606

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