Teaching efficacy remains a critical concern across educational systems worldwide because of its significant influence on teachers’ effectiveness and overall school performance (Steven, 2022). In contemporary educational settings, teachers are expected to perform roles that extend beyond traditional instruction, such as fostering students’ critical thinking, decision-making abilities, and emotional resilience (Elbertson et al., 2025). As these professional demands continue to expand, mastery experiences and emotional competence have become increasingly important foundations of teacher self-efficacy and professional effectiveness (Shahzad & Naureen, 2017). Teachers who possess strong beliefs in their capabilities are generally better equipped to manage classroom challenges, implement effective instructional strategies, and promote positive student learning outcomes.

Alongside teaching efficacy, emotional management has emerged as a crucial factor influencing both teacher well-being and instructional effectiveness. Emotional labor and emotional regulation are increasingly recognized as important determinants of teacher performance and student learning outcomes (Yin et al., 2019). The emotional interactions that occur between teachers and students contribute significantly to the classroom climate and shape students’ sense of safety, engagement, and willingness to participate in learning activities (Alamos & Williford, 2020). This relationship is particularly important in primary education, where teachers encounter learners with diverse emotional, behavioral, and developmental needs. Consequently, effective teaching requires not only strong pedagogical knowledge and instructional skills but also the ability to recognize, regulate, and manage emotions in professional practice.