Emotional Intelligence Of Prospective Elementary School Teachers In Aizawl District

Abstract

This study investigates the levels of emotional intelligence among prospective elementary school teachers in Aizawl District, examining variations by gender, locality, and its relationship to academic achievement. Using a descriptive survey method and an emotional intelligence Test Scale, data were collected from 130 students in a pre-service teacher education program at DIET Aizawl. Findings reveal diverse emotional intelligence levels, with nearly a third scoring low. Analysis shows a negligible correlation between rural and urban teachers’ emotional intelligence and no significant difference between male and female scores. However, a significant disparity exists between emotional intelligence and academic achievement, suggesting these as distinct attributes. This divergence emphasizes the need to treat emotional intelligence as a separate skill from academic performance in teacher training, supporting educators in developing emotional resilience, interpersonal skills, and adaptability. These insights offer valuable implications for teacher training programs to foster effective, emotionally intelligent educators.