Intersectional Effects of Gender and Pedagogy Subject on Emotional Intelligence Level of Pre-Service Teachers
Bibliographic Data
| ID | 19490672 |
|---|---|
| Authors | Mayur Pujari (Central University of Karnataka), Nisha Prajapati (Central University of Karnataka) |
| Year | 2026 |
| Volume | 7 |
| Issue | 11s |
| Publication date | 2026-05-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | ShodhKosh: Journal of Visual and Performing Arts (JOURNAL) |
| Journal identifiers | ISSN: 2582-7472 • E-ISSN: 2582-7472 |
| Publisher | Granthaalayah Publications and Printers (PUBLISHER • IN) |
| DOI | 10.29121/shodhkosh.v7.i11s.2026.7658 |
| OpenAlex | W7162007184 |
| Language | EN |
| References cited | 20 |
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
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| Highly cited | No |
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