The rationale of the present study was to examine the relationships among high school EFL teachers sense of self-efficacy, emotional intelligence, and pedagogical success of Ginbot20, Amber and Gojjam Ber high school EFL teachers (N=25). To this end, three different types of questionnaires (EIS, TSES and CSTQ) and four statistical tools (mean, correlation, ANOVA and regression) were occupied. The findings of the mean revealed that EFL teachers in the study fall short of the expectation of practicing the affective competencies. Further, there was also significant correspondences among most sub constructs of emotional intelligence, self-efficacy and pedagogical success, however, there were some sub constructs correlated insignificantly for instance, instructional strategy with pedagogical knowledge as p>0.05. In addition, motivating oneself associated with instructional strategies and classroom management slightly. Finally, it was found that, emotional intelligence and selfefficacy sub constructs such as empathy, handling relationships, self-awareness, classroom management, and students’ engagement are the variables significantly adding anything to the prediction of pedagogical success. The ANOVA table depicts F=13.807 and its significant value is 0.000 showing high significant, which indicates that the combination of the Predictors significantly predict pedagogical success. In this study, it was recommended that the affective competences that is EI and TSE should be included in CPD activities.
The rationale of the present study was to examine the relationships among high school EFL teachers sense of self-efficacy, emotional intelligence, and pedagogical success of Ginbot20, Amber and Gojjam Ber high school EFL teachers (N=25). To this end, three different types of questionnaires (EIS, TSES and CSTQ) and four statistical tools (mean, correlation, ANOVA and regression) were occupied. The findings of the mean revealed that EFL teachers in the study fall short of the expectation of practicing the affective competencies. Further, there was also significant correspondences among most sub constructs of emotional intelligence, self-efficacy and pedagogical success, however, there were some sub constructs correlated insignificantly for instance, instructional strategy with pedagogical knowledge as p>0.05. In addition, motivating oneself associated with instructional strategies and classroom management slightly. Finally, it was found that, emotional intelligence and selfefficacy sub constructs such as empathy, handling relationships, self-awareness, classroom management, and students’ engagement are the variables significantly adding anything to the prediction of pedagogical success. The ANOVA table depicts F=13.807 and its significant value is 0.000 showing high significant, which indicates that the combination of the Predictors significantly predict pedagogical success. In this study, it was recommended that the affective competences that is EI and TSE should be included in CPD activities.