ESL Teachers’ Emotional Intelligence and Favoritism’s Effects on Students’ Motivation in Pakistani Public and Private Sector Universities: A Computational Analysis

Abstract

This study explores how ESL teachers’ emotional intelligence and favoritism influence the quality of education in Pakistani public and private sector universities from students’ perspectives. Previous research has largely examined emotional intelligence, favoritism, and students’ motivation separately, leaving their interrelationship insufficiently explored. This study addresses this gap by investigating how these factors affect students’ motivation and well-being and, consequently, their academic experiences. Guided by Albert Bandura’s Social Cognitive Theory, the study adopted a mixed-methods approach. Quantitative data were collected from 150 BS and MS English students using a Likert-scale questionnaire to address Research Questions 1 and 3. To gain deeper insights into Research Questions 1, 2, and 3, qualitative data were gathered through group discussions with 50 ESL teachers. The quantitative and qualitative data were analyzed using R programming to examine how the identified themes reflected teachers’ perceptions. Participants were selected through purposive sampling. The findings reveal that students hold mixed perceptions regarding teachers’ emotional intelligence and favoritism, highlighting the need for improvements in teacher training. The study concludes that university administrators and English department heads should implement policies that minimize favoritism and promote socio-emotional learning. The findings further indicate that students are aware of gender- and class-based advantages, contributing to the broader discourse on equity in Pakistani higher education.