Abstract
Emotional intelligence (EI) significantly influences teacher-student relationships and learning outcomes in online educational settings. This study examines the role of EI in shaping interactions, engagement, and performance through a review of literature and a quantitative approach. Data collection involved surveys and interviews with online educators (N = 200) and students (N = 300). Quantitative analysis utilized Pearson correlation and multiple regression to explore the relationships between EI, teaching effectiveness, and student engagement. Findings revealed 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. These strategies aim to cultivate empathy, self-awareness, and emotional support among educators and learners, enhancing engagement and educational success in online environments.