THE ROLE OF EMOTIONAL INTELLIGENCE AND AFFECTIVE TEACHING IN ENHANCING ONLINE TEACHER–STUDENT RELATIONSHIPS

Abstract

A strong positive correlation between teacher EI and teaching effectiveness (r = 0.72, p < 0.001), suggesting that emotionally intelligent teachers are better equipped to foster engagement and satisfaction among students. Similarly, student EI strongly correlated with engagement (r = 0.80, p < 0.01), indicating that emotionally intelligent students are more active in online learning. Regression analysis showed that teacher EI accounted for 52% of the variance in teaching effectiveness (β = 0.45, p < 0.01), while student EI explained 42% of the variance in engagement (β = 0.38, p < 0.01). Qualitative interviews underscored these findings, emphasizing the importance of empathy, emotional support, and self-regulation in creating positive learning environments. The study concludes that integrating EI training into teacher professional development and online curriculum design is crucial for improving relationships and learning outcomes.