ARTICLE

https://doi.org/10.1057/s41599-022-01173-w OPEN

Developing emotional intelligence in student

teachers in universities
Ulbossyn Tuyakova1 ✉, Bibianar Baizhumanova2, Talshyn Mustapaeva3, Lyazzat Alekeshova4 &
Zhansaya Otarbaeva2
1234567890():,;

Emotional intelligence is a relatively new concept. Hence, it appears crucial to investigate its
short-term and long-term effect on educational process. The primary aim of this study is to
identify how teaching emotional intelligence affects the emotional competence of social
pedagogue students by measuring their levels of emotional intelligence before and after
training. For this, the Hall Emotional Intelligence Test was used. The focus lies on these
aspects of emotional intelligence (emotional competencies): Emotional Awareness, Managing
your Emotions, Self-motivation, Empathy, and Managing the Emotions of Other People. The results
demonstrate a substantial improvement in all these measures. The present findings may be
valuable for further research on emotional intelligence in education. In addition, the paper
proves that raising teacher’s emotional intelligence is beneficial to teaching and learning.

1 Department of Social Pedagogy and Self-Knowledge, L.N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan. 2 Department of Psychology, L.N.

Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan. 3 Department of Performing Arts, International Kazakh-Turkish University named after Khoja
Ahmed Yasawi, Turkestan, Kazakhstan. 4 Department of Russian Philology, Atyrau University named after Kh. Dosmukhamedov, Atyrau, Kazakhstan.
✉email: ulbtuyakova@rambler.ru

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E
Introduction
ducation quality and its improvement have always been an
acute issue. For many years, specialists in this area have
been concerned with developing education programs and
teacher competencies, including their ability to organize the
educational process properly. Meantime, emotional intelligence
was often neglected as an individual quality. It is not a surprise
though because the study of emotional intelligence is relatively
recent in psychology. Despite the novelty of this notion, experts
quickly appreciated the significance of the concept that it
describes (Schoeps et al., 2019).
Emotional intelligence encompasses a vast array of skills and
abilities. They span from the ability to understand, perceive, and
classify emotions to the capability to express, regulate and man-
age them (Hughes et al., 2005). Some researchers proposed a
hierarchical model (Palomera et al., 2008) of emotional intelli-
gence, which includes four dimensions. The first dimension is
emotional perception, followed by emotional integration (i.e., the
ability to use emotions in cognitive thinking). The other two
dimensions revolve around understanding (i.e., the ability to
determine why and how emotions arise) and managing emotions
(i.e., self-control and openness to emotional growth).
Among the main factors influencing emotional intelligence
formation and functioning are aspects hardly dependent on the
field of its interaction with the environment. From the perspective
of the connection between a group of people for the purpose of
providing a certain service in the context of market relations, four
general attributes of emotional intelligence are outlined: self-
awareness, self-management, social awareness, and social/rela-
tionship management. They are proven to contribute to emo-
tional well-being among individuals and enhance the ability to
practice in ways that will benefit students, families, colleagues,
and other individuals (Raghubir, 2018). As a consequence, the
study of emotional intelligence as a part of future teachers’ pre-
paration is significant in view of its direct impact on the health,
relationships, and work/academic success of students (Kotsou
et al., 2019).
A high level of emotional intelligence is essential for people
employed in the social field. Why? The answer is simple. Without
understanding, sharing and exerting control over other people’s
emotional state, it is not possible to build successful commu-
nication (Larina, 2016). Another domain where emotional intel-
ligence is of high importance is education. The personality of a
student develops while they obtain education. Hence, if we want
to create a harmonious and conscious society, it is sensible to start
developing emotional intelligence within the walls of educational
establishments. Yet, only an emotionally competent teacher can
handle this mission (Poulou, 2016).
Some studies show that high levels of emotional intelligence
contribute to better discipline during class. It means that with an
emotionally competent teacher taking charge in the classroom,
students will better assimilate knowledge. Beyond that, they will
be more engaged in learning, which will contribute more towards
the high academic performance of the group (Di Fabio et al.,
2016).
Literature review. Every year, more and more specialists are
investigating the significance of emotional intelligence. Many
appear to associate teacher’s emotional competence with their
ability to organize the educational process successfully (Petrides
et al., 2016). One example is the article entitled ‘The relationship
between teachers’ emotional intelligence and classroom discipline
management’ (Valente et al., 2019). The authors of that work
concluded that an emotionally intelligent teacher presents greater
discipline management. A teacher who presents emotional
2 HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2022)9:155 | https://doi.org/10.1057/s41599-022-01173-w
perception and expression skills easily perceives the emotional
state of students and adapts their behavior. Hence, they can
change the activity within the class when they understand that the
students are demotivated. Another study reveals a connection
between emotional intelligence ability and teacher efficacy,
labeling the two of them as fundamental characteristics of a
teacher (Valente et al., 2020). The authors argue that teaching is
an activity that causes significant emotional workload and thus
requires a teacher to possess sensitivity and knowledge of how to
optimize the quality of interpersonal relationships with their
students. It once again emphasizes how important the teachers’
emotional intelligence is. The research defines teacher efficacy as
teachers’ ability to engage students in academic work, even when
they seem problematic or indifferent (Valente et al., 2020). A
similar topic was raised in the work entitled ‘Emotional intelli-
gence and job performance oh high school female teachers’ (Latif
et al., 2017). The authors found that emotional intelligence,
besides other skills and attributes, is a crucial indicator of
potential job performance. Other studies hold that emotional
intelligence protects teachers against emotional burnout (Larina,
2017). Hence, experienced university teachers will most like better
understand themselves and their students, build harmonious
relationships, and organize the class efficiently (Mérida-López
and Extremera, 2017).
Of course, emotional intelligence is essential for any individual.
Scientists found that emotional responses come before the
cognitive ones, which makes it vital to understand and correctly
interpret one’s emotional states. This ability will help a person
make the right decisions, get to know himself, and reduce the
influence of negative factors (Sangeetha, 2017). At the same time,
accepting one’s own emotions contributes to a better under-
standing of the thoughts and actions of others (Edannur, 2010). A
person with high emotional intelligence knows how to build
effective communication and friendly relationships with other
people.
Problem statement. It is necessary to investigate the role of
teachers’ emotional intelligence in higher educational institutions
to improve the quality of education. Despite the abundance of
research papers on this topic, many issues are not fully disclosed
(Mpofu et al., 2017). The novelty of the present study is that it
estimates the effectiveness of emotional intelligence training
among teachers. Through analyzing statistical data obtained
during the study, this paper draws conclusions regarding the
factors affecting teachers’ emotional competence. The primary
aim of this work is to identify how teaching emotional intelli-
gence has affected the emotional competence of teachers. The
objectives of the study are (1) to measure emotional intelligence of
social pedagogue students enrolled in a higher educational
institution (university); (2) to enhance the emotional intelligence
of these students; (3) and to re-assess them after training to
identify the difference (if any).
Methods
Sample. The random sample includes 40 social pedagogue stu-
dents from the L.N. Gumilyov Eurasian National University in
the city of Nur-Sultan and 46 social pedagogue students from the
K. Zhubanov Aktobe Regional University in the city of Aktobe.
Research design. Emotional intelligence was measured using the
Hall Emotional Intelligence Test (EQ test), one of the most famous
techniques (Ilyin, 2001). The turn to this method was due to its
widespread application and its comprehensive approach to
assessing emotional intelligence in terms of five dimensions. The
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test offers 30 statements (Appendix 1), which somehow reflect the
different aspects of one’s life. Respondents were asked to rate
their agreement with each statement using a 6-point scale. Hence,
‘Completely disagree’ gets −3 points, ‘Mostly disagree’ gets −2
points, ‘Partly disagree’ is worth −1 point, ‘Partly agree’ gets +1
point, ‘Mostly agree’ gets +2 points; and ‘Completely agree’
equals +3 points. The total score is the sum of all responses.
Because emotional intelligence encompasses many aspects, this
test evaluates it from different angles. The questionnaire has five
scales: Emotional Awareness (items 1, 2, 4, 17, 19, and 25),
Managing your Emotions (items 3, 7, 8, 10, 18, and 30), Self-
motivation (items 5, 6, 13, 14, 16, and 22), Empathy (items 9, 11,
20, 21, 23, and 28), and Managing the Emotions of Other People
(items 12, 15, 24, 26, 27, and 29). The score of each scale is the
sum of points received for all items within the scale. The greater
the positive score, the higher the examined ability. According to
the scales’ gradation, high level of emotional intelligence corre-
sponded to the total score exceeding 70, an average—to a score
from 40 to 69, and a low—to a score of <39.
After the survey, all subjects underwent emotional intelligence
training (Mayer and Salovey, 1995). The training program had
four thematic blocks (Fig. 1): Perceiving emotions, Facilitating
through with emotions, Understanding emotions, and Managing
emotions, both one’s own and those of others.
The exercises within the program are meant to raise the
awareness of one’s emotional behavior in students and develop
their ability to identify, understand, and manage one’s emotions.
These abilities will help to build successful communication with
others.
Block I consists of exercises for identifying emotions. First,
students learn how to give qualitative and quantitative feedback
on their emotional state. Afterwards, they estimate the emotions
of others.
Block II focuses on teaching how to use emotions to facilitate
thinking (emotional facilitation). Participants were asked to rate
the frequency of physical sensations they experienced when in
specific emotional state. For example, wide eyes and open mouth
signal surprise, while a feeling of coolness in the body signals
disappointment.
Block III is a combination of theory and practice. The
theoretical part begins with a description of the basic emotions:
fear, joy, sadness, disgust, anger and surprise. Description of each
emotion comes with a schematic illustration depicting three
intensity levels of facial expression. The summary table conveys
the causes, typical physical manifestations and thoughts usually
associated with each basic emotion.
After learning the theory, students were asked to fill in the
same table based on their personal experience. The table had
questions about what caused the emotions they have experienced
Fig. 1 Thematic blocks of the emotional intelligence training program for
social pedagogues.
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and how certain emotions have altered their behavior and
thinking.
At this stage, students get acquainted with an emotional filter
concept. Emotional filtering refers to how we perceive and
respond to things using our emotions. Students develop this skill
based on personal experience, their own or that of others. Each
participant was asked to analyze a conflict situation that
happened with another person (e.g., a colleague, friend, family
member, student, boss, stranger, etc.) and ended unsatisfactorily.
They were asked to describe the emotional filters, thoughts and
actions of the interlocutor, as well as the instant and long-term
outcomes of the given communication event. The practical task
ends with modeling the ideal outcome of the conflict and showing
how participants in the conflict should change their emotional
filter.
Block IV seeks to develop the ability to evoke certain emotions
within self and in others. For this, a list four emotions (adjectives)
is proposed. Leading questions help a person immerse himself or
herself in a situation where they experienced the described
emotion. Students were instructed to recall what brought them to
this state, describe their feelings, sounds and visual images
present at the time, and the situation itself with all the details.
The closing task of the program sought to teach how to manage
the emotional state of the interlocutor. For this, the instructor
uses a real-life conflict situation exploited in the previous block.
Participants were asked to think about how to treat the other
person in order to alter his emotional state and end the
interaction with a favorable outcome.
After training, all subjects underwent a second emotional
intelligence test to identify the difference. Two months after the
second survey, participants were asked to answer a few additional
questions. This interview aimed to check whether the emotional
competence enhancement influenced the educational process,
discipline and academic performance of students, as well as their
communication with others. The questionnaire had seven
questions:
(1) How do you feel about the quality of the educational
process? Did it change after training?
(2) Is there any improvement in the classroom discipline after
training?
(3) Do you think that participating in the given training
program affected your communication with students and
colleagues?
(4) Did teaching sessions become more interesting after
training?
(5) Do you understand your emotions better after training?
(6) Do you understand students better after training?
(7) Were you engaged in any conflict situations after training?
Ethical issues. All participants were familiarized with the essence
and the purpose of the study. All subjects gave their agreement to
participate in the study and consented to processing their data.
Some personal information (such as sex and age) will not to be
disclosed here. Anonymity was maintained by assigning a per-
sonal identification number to each participant.
Research limitations. This study has several limitations. First, it
focuses on just one ethnicity and does not take into account the
age of the participants and their previous experience in enhancing
emotional intelligence. Second, the sample is limited to uni-
versities located in two large cities of Kazakhstan. Other cities,
regions and countries were neglected.
3
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Table 1 EQ test results before training.

Scale/points Emotional awareness Managing your emotions Self-motivation Empathy Managing the emotions of other people
−10 2 0 0 1 3
−9 1 2 0 1 1
−8 0 3 2 0 2
−7 2 1 1 2 0
−6 4 2 2 1 2
−5 6 4 4 2 2
−4 4 4 2 4 4
−3 6 1 7 4 4
−2 6 5 8 6 6
−1 5 6 10 5 7
1 6 6 5 4 9
2 3 8 5 9 7
3 5 4 3 8 8
4 6 5 6 4 5
5 2 5 3 6 5
6 2 6 2 3 2
7 3 5 5 4 3
8 5 3 2 2 1
9 0 1 1 3 1
10 2 2 3 1 2
11 3 0 1 2 1
12 1 1 1 2 0
13 1 1 2 1 0

Results
Results from the first survey were arranged as Table 1 to evaluate
five dimensions of emotional intelligence among students. The
columns represent studied aspects of emotional intelligence. The
rows represent each individual score on the scale within the set
range. The highest score possible on each scale is +18 (6 ques-
tions, 3 points each), and the lowest score possible is −18 (6
questions, 3 points each). Each cell indicates the number of stu-
dents who scored a specific amount of points on that scale.
According to the baseline survey, the participating social
pedagogue students generally had an average level of emotional
intelligence (scale score, −6 to +4 points). Few students had low
(−10 points) and high (+13 points) levels.
The average scores of the given dimensions among participants
were as follows:
students to attend their class and make good progress (Maamari
and Majdalani, 2019).
Participation in the Emotional Intelligence Training Program
improved the EQ scores of students, as evidenced by the results
from the post-training survey (Table 2). The difference between
the pretest and posttest scores is significant.
Here are the average scores of the second test:
Emotional awareness, 351 points;
Managing your emotions, 253 points;
Self-motivation, 348 points;
Empathy, 334 points;

Emotional awareness, 44 points;
Managing your emotions, 112 points;
Self-motivation, 104 points;
Empathy, 156 points;
Managing the emotions of other people, 43 points.
Overall, the participating students were most inclined to
empathize with the current emotional state of another person and
struggled with identifying emotions and noticing when they are
present. Even though these results are not critical, the above
scores are insufficient for through employed in the social sphere.
Experts believe that social pedagogues must be able to com-
municate effectively with others (McCarthy et al., 2015). This skill
is essential for organizing social pedagogical activity, gaining
trust, and maintaining discipline in the classroom. In addition,
high emotional intelligence will allow teachers to take a more
responsible attitude towards their work, notice any shifts in their
emotional background, and adjust it as needed. Teachers who
know how to build a trust-based relationship with their students
are more likely to spark interest in their subject and encourage
Managing the emotions of other people, 304 points.
As can be seen, students scored highest on Emotional Aware-
ness and Self-motivation. Managing your Emotions is attributed
the worst score. For convenience, below is a comparison chart
providing student data before and after the training.
From Fig. 2, it can be seen that students achieved improve-
ments in all five dimensions of emotional intelligence: Emotional
Awareness (36%), Managing your Emotions (32%), Self-
motivation (29%), Empathy (22%), and Managing the Emotions
of Other People (22%).
Discussion
The EQ training has proven to yield evident results. All participants
within this study showed improvements in their levels of emotional
intelligence after exposure to the emotional intelligence training
program. Some researchers, however, indicate the presence of sex and
age differences in the extent of such improvement between indivi-
duals (Cabello et al., 2016). For instance, female teachers tend to score
higher on all five EQ measures (Latif et al., 2017; Valente et al., 2020).
According to the interview, emotional intelligence training
enhanced the quality of the educational process. Beyond that,
students reported having a better understanding of emotional
responses and the emotional states, their own and those of other

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Table 2 EQ test results after training.

Scale/points Emotional awareness Managing your emotions Self-motivation Empathy Managing the emotions of other people
−10 0 0 0 0 0
−9 0 0 0 0 0
−8 0 1 0 0 0
−7 0 0 0 0 1
−6 1 4 1 1 0
−5 0 3 1 1 2
−4 1 4 3 2 1
−3 2 4 2 2 1
−2 3 3 2 1 3
−1 2 4 5 3 6
1 6 3 5 6 5
2 10 5 4 7 7
3 9 5 5 6 9
4 15 6 7 5 6
5 8 4 6 5 6
6 12 5 7 10 7
7 6 4 4 5 4
8 5 5 6 6 3
9 0 7 5 4 4
10 2 3 4 3 3
11 3 1 3 4 4
12 1 2 1 2 3
13 1 2 4 2 0

findings demonstrated that emotional intelligence, self-efficacy,

and subjective well-being affect the perception and response to
stressful situations in the educational environment with good
predictive accuracy and relevance (Ngui and Lay, 2020).
Overall, the collected results may be helpful in future research on
developing the emotional intelligence of teacher students (Berenji
and Ghafoori, 2015). Further studies should also focus on improving
the EQ training program and adjusting it for those employed in the
education sector (Pugazhenthi and Srinivasan, 2018).

Fig. 2 The percentage of positive EQ Scores before and after training.
people. Other observations they made include better commu-
nication with others and better classroom discipline, which led to
better academic performance. This finding coincides with similar
studies investigating the relationship between emotional intelli-
gence and teacher performance (Valente et al., 2019, 2020).
Some other interesting outcomes were provided by Ukrainian
researchers who analyzed how raising the level of emotional
intelligence among teaching methods specialists may further
promote their professional growth (by increasing their emotional
competence). Considering it as a companion to the current study,
it cannot be left unnoticed that the authors adopted the Hall
Emotional Intelligence Test as the key diagnostic tool. Their
approach to training preschool teaching methods specialists
demonstrated significant shifts of the arithmetic mean indicator
for raw scores among all the respondents—from 43.87 to 57.54.
These results confirmed that the training system they proposed
allows developing strategies for modulation of training partici-
pants’ emotions, acquainting them with emotion expression
techniques, and promoting their emotional competence. Likewise,
the researchers concluded that the development of emotional
intelligence positively affects teaching skills (Sabol et al., 2020).
In like manner, a study conducted among 200 Malaysian stu-
dent teachers demonstrated a significant impact of the state of
emotional intelligence on respondents’ stress tolerance. Its
Conclusions
The present study aimed to expose social pedagogue students to
the EQ training program and track their emotional progress. The
results showed a marked improvement from the baseline: the
percentage of positive scores increased by 22–32% depending on
the competence. All participants said the quality of the educa-
tional process has improved. They also reported having better
classroom discipline and a better understanding of emotions.
These findings may be valuable for further research on emotional
intelligence in education. They can be applied in the psychology
of labor and pedagogy. In line with this, the methodology and
outcomes presented can be taken advantage of for investigating
the role of emotional intelligence in educating future teachers as
well as for designing similar training programs to develop a better
understanding of and control over one’s own emotions.
Data availability
Data will be available on request.
Received: 17 January 2022; Accepted: 20 April 2022;
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Author contributions
Authors contributed equally to this work.
Competing interests
The authors declare no competing interests.
Ethical approval
The authors declare that the work is written with due consideration of ethical standards.
The study was conducted in accordance with the ethical principles approved by the
Ethics Committee of L.N. Gumilyov, Eurasian National University and K. Zhubanov,
Aktobe Regional University.
Informed consent
All subjects gave their agreement to participate in the study and consented to processing
their data.
Additional information
Supplementary information The online version contains supplementary material
available at https://doi.org/10.1057/s41599-022-01173-w.
Correspondence and requests for materials should be addressed to Ulbossyn Tuyakova.
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