INTERSECTIONAL EFFECTS OF GENDER AND PEDAGOGY SUBJECT ON EMOTIONAL INTELLIGENCE LEVEL OF PRE-SERVICE TEACHERS

Mayur Pujari; Nisha  Prajapati

doi:10.29121/shodhkosh.v7.i11s.2026.7658

Authors

Mayur Pujari Assistant Professor, Department of Education, Central University of Karnataka,
Dr. Nisha Prajapati Assistant Professor, Department of Education, Central University of Karnataka,

DOI:

https://doi.org/10.29121/shodhkosh.v7.i11s.2026.7658

Keywords:

Emotional Intelligence, Pre-Service Teachers, Pedagogical Subjects

Abstract [English]

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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