This study aims at finding the impact of teachers’ emotional intelligence on student achievement.
For a sample of 224 public school teachers, regression analysis has been conducted to find the impact of emotional intelligence on student achievement through the mediation of teacher commitment and school culture.
The study results indicate that the relationship between emotional intelligence and student achievement is mediated by school culture.
Previous studies on emotional intelligence and student achievement have focused on emotional intelligence of the principals only. Literature on the impact of teachers’ emotional intelligence on student achievement is scarce. The current study adds to this strand of literature by exploring the impact of teachers’ emotional intelligence in enhancing student achievement.
