Description
Abstract
Purpose: This study investigated the influence of emotional intelligence (EQ) components on overall EQ in future elementary school teachers.
Design/methodology/approach: A mixed-methods approach was used. Theoretical analysis explored the importance of EQ for teachers. An empirical survey assessed EQ using the Emin methodology (Lyusin, adapted by Veritova) with a focus on intrapersonal (INTRA-P EQ) and interpersonal (INTER-P EQ) components, particularly emotional management (ME). Pearson’s correlation analysis examined relationships between EQ components and overall EQ.
Findings: The study identified a predominance of the intermediate overall EQ level (36%). However, a significant portion of participants (42%, consisting of 17% in the low category and 25% in the below-average category) scored low on the EQ assessment. Conversely, another significant portion (22%) scored above-average/high (comprising 13% in the above-average category and 9% in the high category). Analysis revealed a greater difference in intrapersonal EQ, especially emotional management, between high and low scorers compared to interpersonal EQ. Furthermore, intrapersonal factors, particularly emotional management, had the strongest correlations with overall EQ (ME: r = .922, INTRA-P EQ: r = .908). Within both intrapersonal and interpersonal EQ, understanding emotions (one’s own and others’) played a significant role (INTRA-P M: r = .872, UE: r = .870 & .818).
Originality/value: This study highlights the crucial role of intrapersonal EQ, especially emotional management, in fostering overall EQ in future elementary school teachers. Focusing on developing these skills can benefit future teachers’ emotional well-being and effectiveness in the classroom.
Keywords: emotional intelligence, future elementary school teachers, self-regulation, reflection.
