An Exploration on the Emotional Intelligence of Fourth Year Students in Teacher Education: A Convergent Parallel Study

Abstract

The purpose of this study was to examine the emotional intelligence of fourth-year education students at a local college using a convergent parallel mixed-methods approach. The research integrated quantitative data from 123 students with qualitative insights from 14 participants. It aimed to explore how students’ abilities to recognize, understand, and manage their emotions influence their resilience, stress management, and overall academic engagement. Findings indicate that students with higher emotional intelligence exhibit greater adaptability, effective coping strategies, and stronger interpersonal relationships, all of which contribute to academic success. In contrast, students with lower emotional intelligence often face difficulties in regulating stress, resulting in decreased motivation and engagement. Qualitative data provided nuanced perspectives on students’ varied experiences, coping mechanisms, and personal reflections related to emotional intelligence within academic settings. The integration of quantitative and qualitative findings revealed strong alignment, reinforcing the study’s conclusions. This research highlights the importance of incorporating emotional intelligence development into teacher education programs through targeted interventions such as emotional awareness training, mentorship, and self-reflection activities. Enhancing students’ emotional intelligence can support their well-being, improve academic performance, and cultivate a more resilient and engaged learning community. These findings offer valuable insights for educators, policymakers, and future researchers aiming to develop effective strategies for fostering emotional intelligence among education students