A Longitudinal Quantitative Study of Emotional Intelligence Training for Pre-Service Teachers: Testing Mechanisms, Sustainability, and Moderators of Classroom Management and Student Engagement

Authors

  • Nargis Shamim PhD Research Scholar, Department of Education, Faculty of Social Sciences & Humanities, Hamdard University, Karachi.
  • Dr. Fayyaz Ahmed Sahaheen Assistant Professor, Department of Education, Faculty of Social Sciences & Humanities, Hamdard University, Karachi

DOI:

https://doi.org/10.71145/rjsp.v3i4.470

Keywords:

Emotional Intelligence, Student Engagement, And Pre-Service Teacher Training Vis-A-Vis The B.Ed Curriculum; Classroom Management, PLS SEM, Occurrences In The Longitudinal Study.

Abstract

This research looks at the long-term effects of EI (Emotional Intelligence) training on classroom management, learner engagement, and teacher self-identity of pre-service teacher students from Karachi. This research used subtests pre, post, and follow up in between and the subjects were Bachelors of Education students from universities in Karachi, Pakistan. Notable performance characteristics were obtained from the reliabilities and validities from the pre and post training measured collection (α = .85–.89, CR = .88, AVE = .57 and greater). Statistically significant and lasting improvements were measured using ANOVA with repeated effects, regression analysis, and PLS, (Partial Least Squares) indicating that EI, classroom management, and student engagement were improved with moderation of the effects of institutional support. This EI training provided lasting improvements and was more than valuable for the teacher training programs in Karachi.

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Published

2025-12-23

How to Cite

Nargis Shamim, & Dr. Fayyaz Ahmed Sahaheen. (2025). A Longitudinal Quantitative Study of Emotional Intelligence Training for Pre-Service Teachers: Testing Mechanisms, Sustainability, and Moderators of Classroom Management and Student Engagement. Review Journal of Social Psychology & Social Works, 3(4), 548–559. https://doi.org/10.71145/rjsp.v3i4.470

Issue

Vol. 3 No. 4 (2025): Review Journal of Social Psychology & Social Works (October - December, 2025)

Section

Articles