Dataset <b>Assessing Teachers' Emotional Intelligence Using the MSCEIT</b>

Emotional intelligence (EI) is essential for effective teaching, particularly in multicultural classrooms where linguistic and cultural diversity influences student engagement and learning outcomes. In foundation year programs (FYPs) in Saudi Arabia, Qatar, and the UAE, EI enhances teacher-student interactions, reduces stress, and fosters inclusive learning environments. However, research on its direct impact in these settings remains limited.This study examines the relationship between teachers’ EI and their classroom effectiveness, focusing on student engagement, empathy, and stress resilience. A quantitative correlational design was employed, assessing 83 FYP teachers using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Structured classroom observations and student surveys measured engagement, empathy, and stress resilience. Based on MSCEIT scores, teachers were classified into high (23), medium (40), and low (20) EI levels. Data were analyzed using ANOVA, Pearson correlation, and multiple regression.Results indicate that teachers with higher EI exhibited significantly better student engagement, empathy, and stress resilience. Findings support Bar-On’s (2006) Emotional-Social Intelligence Model, reinforcing EI’s role in fostering effective teaching. These findings underscore the importance of EI in multicultural education, reinforcing the need for targeted teacher training and professional development programs. Future research should explore the long-term impact of EI on teacher effectiveness and examine cross-cultural differences to enhance teacher preparation and student outcomes globally.