Exploring Urban and Rural Differences in Emotional Intelligence Competencies and Teaching Effectiveness among Secondary School Teachers

Abstract

This study examined how Punjabi secondary school teachers' emotional intelligence (EI) competencies differed between urban and rural areas and how this affected their ability to teach. A structured questionnaire measuring five EI dimensions—self-awareness, self-regulation, motivation, empathy, and social skills—was used to gather data from 389 teachers (341 urban, 48 rural) using a quantitative survey design. Locality-wise differences were examined using independent samples t-tests. The findings suggested that teachers in rural and urban areas had similar emotional control and interpersonal skills, with no discernible differences in self-awareness, self-regulation, or social skills. However, there were notable differences in empathy (p = 0.007) and motivation (p = 0.017), with urban teachers exhibiting higher levels in both areas. These results demonstrate contextual differences in teachers' emotional competencies, which are impacted by institutional support and professional development opportunities. The study suggests that rural teachers receive EI-based training to increase their motivation and empathy, which will improve their overall effectiveness as teachers.