Author(s): Rahila Huma Anwar, Sajida Zaki, Ramayah Thurasamy, Natasha Memon
This study presents a framework to measure and empirically validate the relationship between trait EI and English as a Second Language teachers’ effectiveness. Moreover, the demographic variables (Gender, Teaching Experience, and Academic Qualification) are incorporated into the framework to assess their moderating effect on the relationship. We adopted a quantitative survey design involving both public and private sector higher education institutes (HEIs) of Pakistan. The participants (N=243 ESL teachers) were selected via convenience sampling. Partial Least Squares – Structural Equation Modeling (PLS-SEM) via SmartPLS3 software was utilized to perform latent variable and multigroup analyses. Findings indicate that trait EI enhances ESL teachers’ effectiveness resulting in a large effect size. While multigroup analyses revealed academic qualifications to moderate the relationship with PhD/Similar qualifications resulting in stronger trait EI – teacher effectiveness relationship. However, gender and teaching experience failed to reveal any moderating effect. This study is of significance as it underscored the importance of trait EI in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.