EMOTIONAL INTELLIGENCE AND METACOGNITIVE AWARENESS IN PRIMARY SCHOOL TEACHERS: A CORRELATIONAL STUDY

447 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) https://currentsign journal.com/index. php/JCS/index Samreen Siddique Dr. Muhammad Anwer Shagufta Khalil Dr. Muhammad Jamil Vol. 3 No. 3 (2025) Emotional Intelligence and Metacognitive Awareness in Primary School Teachers: A Correlational Study 448 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) Emotional Intelligence and Metacognitive Awareness in Primary School Teachers: A Correlational Study This study investigated the relationship between Emotional Intelligence (EI) and Metacognitive Awareness (MCA) among primary school teachers in Lahore employing a quantitative descriptive research design. Data were collected from 200 primary school teachers (117 females, 83 males) selected through a convenient sampling technique from 28 schools across Lahore. Two relevant standardized tools were used for data collection for EI and MCA, with Cronbach's alpha of 0.89 and 0.87, respectively. Data was analyzed using SPSS 22 through descriptive and inferential statistics to investigate gender differences and the correlation between EI and MCA. Findings of the study revealed that female teachers had high scores on both EI and MCA. There was a strong positive relationship between EI and MCA for the entire sample as well as for both male and female respondents. The study's results highlight the importance of both variables in effective educational practice. It is suggested to implement teacher training and professional development programs to enhance these skills. Keywords: Emotional Intelligence, Metacognitive Awareness, Primary School Teachers Introduction In the evolving landscape of educational psychology, Emotional Intelligence (EI) and Metacognitive Awareness (MCA) have emerged as critical competencies for effective teaching, particularly at the primary level where foundational learning and social-emotional development are most active. Emotional intelligence, as conceptualized by Goleman (2005), is the ability to recognize, express, understand, and regulate emotions in oneself and others. In the classroom setting, especially at the early childhood level, EI allows teachers to navigate emotional dynamics, establish nurturing relationships, Samreen Siddique MPhil Scholar (Education) University of Education Lahore [email protected] Dr. Muhammad Anwer Associate Professor, Division of Education, University of Education Lahore [email protected] Shagufta Khalil PhD Scholar (Education) University of Education Lahore [email protected] Dr. Muhammad Jamil Lecturer, Department of Education Government College Women University Sialkot [email protected] Abstract 449 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) and foster an environment conducive to learning (Salovey & Mayer, 1990; Wandhe, 2024). The first people who usually react to the emotional and cognitive needs of students are teachers at primary school age, as it is the teachers who can influence the development of the youthful mind the most. Emotionally intelligent teachers are better placed to address the challenges in a classroom setting, adopt a friendly interpersonal interaction, and enable healthy mental states in the students (Brackett et al., 2011). Studies indicate that these teachers are also more compassionate, mentally tough, and can provide a welcoming and emotionally supportive environment (Jennings & Greenberg, 2009; Jennings & Min, 2023). Parallel to EI, Metacognitive Awareness (MCA)—the ability to reflect on, monitor, and regulate one's cognitive processes—holds equal importance in the teaching profession (Flavell, 1979). Teachers with high MCA are self-aware of their teaching strategies, can assess student learning needs effectively, and adapt their instruction accordingly (Stewart & Reinders, 2023). Metacognitive teachers continuously evaluate the success of their instructional methods and adjust them to maximize student engagement and comprehension (Veenman et al., 2006). Recent literature suggests a growing theoretical link between emotional intelligence and metacognitive awareness, asserting that individuals who regulate their emotions effectively are more likely to reflect critically on their practices and make informed instructional decisions (Drigas et al., 2023; Feldon et al., 2019). Emotional intelligence also helps teachers to be more flexible, adaptive, and responsive to students in their emotional and cognitive messages, thus raising their metacognitive activities (Durlak et al., 2011). Nonetheless, although these analyses have been developed, the empirical studies examining the EI-MCA relationship, particularly in cases of teachers in the primary schools, are under-represented. The majority of the studies that currently exist have been conducted in tertiary or secondary education environments (Rivas et al., 2022; Stough et al., 2009; Temircan, 2023). Since primary teachers play a pivotal role in shaping the academic and emotional bases of students, it is essential to delve into the relationships between emotional intelligence and metacognitive awareness on the part of the teachers in the classroom environment (Drigas et al., 2023). The current study aims to bridge this contextual gap by exploring the correlation between emotional intelligence and metacognitive awareness among primary school teachers in Lahore. The knowledge of this relationship not only marks the teacher's efficiency in the mentioned facts but also offers the same implications toward the needs of teacher education programs, 450 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) professional development, and educational policy amendments to carry out reflective teaching and emotional regulation in primary teaching. The training at the primary level requires emotional and cognitive skills. To become an effective teacher as a facilitator of learning, both emotional intelligence and a metacognitive skillset are required. The study explains how these two entities are combined and influence instructional practice, which is important information for educators, administrators, and policymakers to consider when enhancing the effectiveness of education among early childhood learners. This study implies that emotional intelligence is one of the most important skills for a teacher during the learning process. Emotional intelligence is important because it enables the correct perception, identification, understanding, and harnessing of emotions, facilitating thought, analysis, and problem-solving. If lessons are well-prepared, allowing students to easily study and answer questions, then the teacher is intelligent both emotionally and cognitively. The gap in students' emotional intelligence and metacognitive skill levels can interfere with teaching effectiveness and student learning outcomes. The results of this study would be beneficial for the curriculum planners, policy makers, teachers, and administrators. Objectives of the Study  To identify primary-level teachers' perception levels regarding emotional intelligence and metacognitive awareness among primary school teachers.  To examine the difference in perceptions of primary school teachers regarding metacognitive awareness based on gender.  To investigate the correlation between emotional intelligence and metacognitive understanding among primary school teachers. Literature Review Education plays a transformative role in human development, influencing personal growth, health, and future opportunities. Teachers are vital agents of change, responsible not only for academic instruction but also for the socio-emotional and cognitive development of learners. Teaching plays a vital role in obtaining the goals of this never-ending process (Anwer et al., 2015). In modern pedagogy, Emotional Intelligence (EI) and Metacognitive Awareness (MA) have emerged as critical competencies that significantly shape effective teaching and learning processes (Brackett & Katulak, 2013). Emotional intelligence, first introduced by Salovey and Mayer (1990), is the ability to recognize, understand, and regulate one's own and others' emotions. Goleman (2005) later expanded this concept, highlighting five key components: self-awareness, self-regulation, motivation, empathy, and social skills. In educational settings, emotionally intelligent teachers manage classroom dynamics more effectively, demonstrate empathy, and create 451 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) inclusive and supportive environments (Brackett & Katulak, 2013). Teachers with high EI exhibit better stress management, develop positive relationships with students, and make informed decisions under pressure (Gonzales, 2022). These capabilities enhance teacher satisfaction and student engagement, proving EI's predictive value for teaching effectiveness. Recent literature emphasizes the interplay between EI and MA in teaching. Emotionally intelligent individuals often demonstrate higher selfregulation and awareness—core elements of metacognitive functioning (Guamanga et al., 2025; Hennecke & Bürgler, 2023; Li et al., 2024). Teachers who can manage their emotions are more likely to reflect critically on their teaching practices, respond adaptively to student behavior, and foster meaningful classroom relationships. This relationship is especially important at the primary level, where teachers are central to shaping early learning experiences. Studies suggest that developing EI among teachers can simultaneously improve their metacognitive abilities, leading to enhanced teaching performance and student outcomes (Drigas et al., 2023; Gkintoni et al., 2025). Research Methodology This quantitative study with descriptive research design was conducted to investigate the correlation between Emotional Intelligence (EI) and Metacognitive Awareness (MCA) from the primary school teachers in Lahore. A non-probability convenience sampling method was adopted in this study to select 200 teachers (117 female, 83 male) in 28 schools. Two relevant questionnaires were the Wong and Law Emotional Intelligence Scale (WLEIS) and the Metacognitive Awareness Inventory (MAI) (Schraw & Moshman, 1995). The data analysis was performed with SPSS 22, utilizing descriptive statistics and the Pearson correlation coefficient to determine the relationship between EI and MCA. An independent sample t-test was used to find out the difference between genders. Results of the Study Table 1: Description of Metacognitive Awareness (MCA) and Emotional Intelligence (EI) Scales Scales N M SD Metacognitive Awareness (MCA) 200 56.29 11.58 Emotional Intelligence (EI) 200 30.91 8.85 The above table shows the descriptive results for the two scales mentioned above. The results indicated that the mean score for Metacognitive Awareness (MCA) was 56.29 (SD = 11.58), while for the Emotional Intelligence (EI) it was 30.91 (SD = 8.85), based on a sample of 200 participants. Table 2: Descriptive Statistics for Metacognitive Awareness (MCA) and Emotional Intelligence (EI) based on gender 452 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) Scales N Gender M SD Metacognitive Awareness (MCA) 83 Male 52.34 8.94 Emotional Intelligence (EI) 83 Male 29.53 8.95 Metacognitive Awareness (MCA) 117 Female 57.37 12.054 Emotional Intelligence (EI) 117 Female 31.29 8.854 Statistical calculations using descriptive measures found results for the male subjects (N = 83). Measures of Metacognitive Awareness (MCA) averaged 52.34 with a standard deviation of 8.94, while Total Emotional Intelligence (EI) averaged 29.53 with a standard deviation of 8.95. Research analysts computed descriptive statistics for female subjects who totaled 117 participants. The assessment showed Metacognitive Awareness (MCA) reached a mean score of 57.37 (SD = 12.05) and Emotional Intelligence (EI) averaged 31.29 (SD = 8.85). It is concluded that female participants scored higher on both scales compared to their male counterparts. Table 3: Comparison of Emotional Intelligence (EI) Scores by Gender Scale Gender N M SD df t Sig Effect Size Emotional Intelligence (EI) Male 83 29.53 8.95 197 -0.994 0.322 0.20 Female 117 31.29 8.85 The study used an independent sample t-test to analyze Emotional Intelligence (EI) scores of male participants (N = 83) and female participants (N = 117). The research revealed no statistically significant relationship between Emotional Intelligence (EI) scores and gender, as male participants scored 29.53 (SD = 8.95) and females scored 31.29 (SD = 8.85); the t-test yielded t (197) = -0.994, p = .322. The effect size of 0.20 suggests that the observed difference between male and female respondents on the Emotional Intelligence scale has a practical significance. Table 4: Comparison of Metacognitive Awareness (MCA) Scores by Gender Scale Gender N M SD df t Sig Effect Size Metacognitive Awareness (MCA) Male 83 52.34 8.95 197 - 2.196 0.030 0.480 Female 117 57.37 12.05 An independent samples t-test was conducted to compare Metacognitive Awareness (MCA) scores between male (N = 83) and female (N = 117) participants. The results indicated a statistically significant difference in 453 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) Metacognitive Awareness (MCA) scores between males (M = 52.34, SD = 8.95) and females (M = 57.37, SD = 12.05), t (147) = -2.196, p = 0.030. The effect size 0.480 suggests that the observed difference between male and female respondents on the Metacognitive Awareness scale has a practical significance. Table 5: Relationship between Metacognitive Awareness (MCA) and Emotional Intelligence (EI) Respondents N R Sig Overall 200 0.799** 0.000 A Pearson correlation analysis was conducted to examine the relationship between Metacognitive Awareness (MCA) and Emotional Intelligence (EI) among the participants (N = 200). The results showed a strong, positive, and statistically significant correlation between Emotional Intelligence (EI) and Total Metacognitive Awareness (MCA), r(200) = .799, p < .001. Table 6: Pearson Correlation Between Metacognitive Awareness (Mca) And Emotional Intelligence (Ei) Among Male Participants Respondents N R Sig Overall 83 0.813** 0.000 **. Correlation is significant at the 0.01 level (2-tailed). A Pearson correlation analysis was conducted to investigate the relationship between Metacognitive Awareness (MCA) and Emotional Intelligence (EI) among male participants (N = 83). Research findings showed that Total Emotional Intelligence (EI) variables had a very strong, positive, and significant relationship with Metacognitive Awareness (MCA) measures at r (83) = .813, p < .001. Table 7: Pearson Correlation Between Metacognitive Awareness (MCA) and Emotional Intelligence (EI) Among Female Participants Respondents N R Sig Overall 117 0.803** 0.000 **. Correlation is noteworthy at the 0.01 level (2-tailed). Pearson correlation analysis was used to investigate Metacognitive Awareness (MCA) Metacognitive Awareness (MCA) -Emotional Intelligence (EI) relationships among 117 female participants. There is a positive correlation between emotional intelligence and total metacognitive awareness. Discussion The present research investigated the Emotional Intelligence (EI) and Metacognitive Awareness (MCA) of teachers in primary schools of Lahore, in addition to determining the correlation between the two constructs and any differences between the genders. Their implications for the uncovered information are a great insight into the emotional and cognitive abilities of teachers in the early education course, and the results reflect and support the emerging literature on teacher effectiveness and professional advancement. 454 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) The outcomes imply that Emotional Intelligence and Metacognitive Awareness were reported at moderate and low scale levels overall by teachers. This is in line with earlier studies by Brackett and Katulak (2013) and Vesely et al. (2013), which established that teachers are usually innately sensitive to emotional dynamics;. However, they were not trained on how to specifically implement emotional competencies, particularly in a classroom setting. Emotional intelligence plays a vital role in well-being, classroom interrelation, and attraction of students (Ana et al., 2024). The present findings underline the importance of incorporating EI development into the teacher training programs, which can be used to increase the level of professional work and emotional stability of educators (Shengyao et al., 2024). Regarding the cognitive competencies, the study established that the teachers had low proficiency in several subcomponents of Metacognitive Awareness, especially in declarative and procedural knowledge. These gaps are in line with the findings of Saks et al. (2021) who stated that metacognitive abilities are deficient in that they will need direct instruction and practice unlike the general cognitive skills that just need to be taught like critical thinking that has been focused in the current literature (Jamil et al., 2025; Jamil et al., 2024; Reavey & Zahay, 2022; Rivas et al., 2022). Educators without a strong sense of metacognition will fail to demonstrate mindfulness in thinking or facilitate self-regulated learning among their students. It means that teacher education programs should focus more on preparing metacognitive strategies, specifically in instructional practice planning, monitoring, and evaluation. Gender differences showed that both in Emotional Intelligence and Meta Cognitive Awareness, female teachers had high marks, as opposed to their male counterparts. These results can be applied to the previous research by Perrotta and Basiletti (2023), who remark that although the gender differences in EI are largely situation-specific, in many cases, women are better able to demonstrate empathy, self-awareness, and emotional control, which is indispensable in teaching careers. Likewise, female teachers were found to be much stronger in metacognitive skills in study domains like declarative knowledge, monitoring, and debugging, which aligns with Gutiérrez de Blume et al. (2022) arguments, which are concerned with the aspect of reflection within a teaching spectrum characterized by female preponderance. There were, however, no notable gender differences when it came to procedural or conditional knowledge, thus indicating that some of the metacognitive parts may be less gender-dependent rather than less dependent on training or training-related factors. There was a positive correlation between Emotional Intelligence and Metacognitive Awareness. Respondents with higher EI scores also had a 455 Journal for Current Sign Online ISSN (3006-1504) Print ISSN (3006-1490) pattern of reporting less ineffective self-regulation in cognitive aspects, especially in the planning and monitoring variables. The same findings are established by (Li et al., 2024), who state that emotional and metacognitive competencies are integrated, and EI increases the prowess to make meaningful, adaptive lessons. EI teachers are also better equipped to resist pressure, understand student feelings, and think critically about their classroom activities, all of which are crucial for creating student-centered environments. These findings have helped to build an understanding that teacher professional development, which is necessary for quality education (Abbas et al., 2021) should not be confined to only content knowledge and methods of teaching delivery. They should focus on the development of those internal skills like emotional management and understanding of the ways of thinking (cognitive awareness), which will help a teacher to succeed in their personal and work life. It remains possible to explore the causal relationships between EI and MCA, what kinds of interventions boost these skills, and how they will eventually affect teacher efficacy and student performance in later life. Conclusion This study aimed to investigate the correlation between Emotional Intelligence (EI) and Metacognitive Awareness (MCA) among primary school teachers, with a focus on gender differences. The results showed that female participants showed a slightly higher level of Metacognitive Awareness. There existed a strong positive correlation between Emotional Intelligence and Metacognitive Awareness throughout the overall sample. The correlation was found in both male and female teachers, with a slightly stronger correlation observed in the male teachers. Respondents with high emotional skills, who can effectively monitor and regulate their thinking processes, are better positioned to meet the multifaceted desires in both teaching and learning fields. In addition, it was found that teacher training and policy formulation aimed at promoting these critical skills are also vital, as emotional intelligence and metacognitive awareness are necessary to prepare 21stcentury students to meet these challenges. Recommendations 1. Teacher training programs may be implemented to enhance professional work and emotional stability among educators, incorporating emotional intelligence development. 2. Teacher education programs should prioritize preparing teachers in metacognitive strategies, specifically in instructional practice planning, monitoring, and evaluation. 3. Professional development should acknowledge gender differences, potentially offering targeted support or emphasizing areas where male