Abstract

This study investigates the perceived role of emotional intelligence (El) in enhancing counseling effectiveness among teacher educators in Nigerian educational institutions. The research involved a sample size of 350 participants. including 200 teacher educators and 150 administrative staff. drawn from institutions across Nigeria's six geopolitical zones using stratified random sampling lo ensure diversity. The study addressed four research questions designed to assess teacher educators' perceptions of EI's role, its relationship with counseling effectiveness, its application in practice, and the challenges to its integration. Data were collected using a structured questionnaire titled "Teacher Educators' Perceptions of Emotional Intelligence in Enhancing Counseling Effectiveness (TEP-El-CE)." which was validated by experts in educational psychology, counseling, and emotional intelligence. The reliability of the instrument was tested using Cronbach's alpha, yielding a coefficient of 0.91, indicating strong internal consistency. Analysis of the data, conducted using descriptive and inferential statistics, revealed that teacher educators recognize the importance of El in building trust, improving communication. and resolving conflicts during counseling sessions. However, challenges such as lack of training, institutional resistance, and inconsistent application of EI components hinder its full integration. One key recommendation is.for university administrators to integrate emotional intelligence training into teacher education curricula and provide institutional support, such as workshops and me11torship programs, to enhance educators' emotional competencies. These findings underscore the need for systemic efforts to leverage EI in counseling practices, ultimately benefiting pre-service teachers and the broader educational ecosystem.