Intersectional Effects of Gender and Pedagogy Subject on Emotional Intelligence Level of Pre-service Teachers
Year: 2026
Type: article
Study design: Observational Study
Abstract: This research study investigates Emotional Intelligence (EI) level of pre-service teachers by examining the intersectional effects of gender and pedagogy subjects. A sample of 152 pre-service teachers (Male-40 & Female-112) were selected through convenient sampling technique. Data was collected through the standardized Emotional Intelligence self-assessment questionnaire developed by Daniel Goleman (1995). Independent variables namely gender and pedagogical streams were considered for data analysis. Specific objectives formulated were: To compare the influence of gender on the emotional intelligence levels among pre-service teachers; To analyze the effect of pedagogical subject specialization on the emotional intelligence levels of pre-service teachers; To investigate the intersectional effect of gender and pedagogical subject specialization on the emotional intelligence level of pre-service teachers. Findings of the study reveals that teacher training programs need to give importance to integrating EI training into pedagogical practices. Also, highlighted policy implications and practices, with a focus on enhancing future teacher's emotional readiness to meet the demand of diverse classrooms. A quantitative approach was adopted to carry out the study. Further some more exploration is required in this area to build the strong case to integrate EI in teacher education programmes.
Authors: Mayur Pujari, Nisha Prajapati
Institution: Central University of Karnataka
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7162007184