Unveiling the Relationship between Locus of Control and Professional Competency among University Teachers: The Mediating Role of Emotional Intelligence

While teachers’ professional competencies are significant determinant for quality instruction, yet psychological factors that influence its development still require further investigation. This study examined the impact of locus of control on teachers’ professional competency, particularly through mediating role of emotional intelligence. Data were collected from 338 university teachers selected through multistage sampling. One self-developed and two standardized instruments were administered: Academic Locus of Control (ALoC) and Trait Emotional Intelligence Questionnaire (TEIQue-SF). Results indicated that internal and external locus of control positively predicted emotional intelligence (β=0.543, t=12.348, p <0.05; β=0.323, t=6.235, p <0.05). Also, internal and external locus of control positively predicted teachers’ professional competency ( β=0.208,t=4.095,p<0.05; β=0.293, t=6.882, p<0.05). Furthermore, direct effect of emotional intelligence on teachers’ professional competency was significantly positive (β=0.428, t=8.366, p<0.05). The indirect effect through emotional intelligence was statistically significant (VAF=52.72% & 31.94%) indicating partial mediation.