Asian Journal of Education and Social Studies

Emotional intelligence (EI) and teacher self-efficacy (TSE) are critical psychological competencies that influence instructional effectiveness, classroom management, and professional well-being. These competencies are particularly important in socioeconomically disadvantaged and resource-limited educational settings, where they are essential for sustaining teacher performance. This study aimed to examine the relationship between EI and TSE among Physical Education teachers in the Monaragala District, Sri Lanka. A quantitative, cross-sectional, correlational design was employed. The entire population of 104 government PE teachers (36 male, 68 female) participated in the study. Data were collected using the validated Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF) and Teachers’ Sense of Efficacy Scale (TSES). Data were analyzed using descriptive statistics, Kolmogorov–Smirnov normality testing, Spearman’s rank-order correlation, and Mann–Whitney U tests. Both measurement instruments demonstrated strong internal consistency (EI: α = 0.920; TSE: α = 0.805). Teachers reported moderate-to-high EI (M = 6.54, SD = 0.53) and high TSE (M = 7.69, SD = 0.78). A statistically significant positive correlation was found between EI and TSE (ρ = 0.347, p < 0.001). No significant gender differences were observed in either EI (U = 1150.5, p = 0.309) or TSE (U = 1180.0, p = 0.385). The study confirms a positive linear correlation between EI and TSE among Physical Education teachers in this rural Sri Lankan context. These findings suggest that developing EI competencies may be an effective strategy for enhancing teacher self-efficacy, thereby improving instructional quality and professional resilience.