Effectiveness of an Emotional Intelligence Training Program on Self Esteem and Attitude Among B.Ed. Trainees: A Pre-Experimental Study in Vadodara, India

Abstract

Background: Emotional intelligence (EI) is crucial for educators, influencing classroom management, student relationships, and professional effectiveness. However, teacher education curricula often neglect structured EI training. Aim: To evaluate the effectiveness of a 10-hour Emotional Intelligence Training Program (EITP) on self-esteem and attitude toward EI among B.Ed. trainees. Methods: A pre-experimental one-group pre-test post-test design was employed. Purposive sampling selected 130 B.Ed. trainees (aged 21-40 years) from colleges in Vadodara, Gujarat, India. The EITP (10 hours: 6 theory + 4 practical) covered self-awareness, self-regulation, motivation, empathy, and social skills. Validated tools Self Esteem Scale for Emotional Intelligence (SESEI) and Attitude Scale on Emotional Intelligence (ASEI) were administered pre- and post-intervention. Data were analysed using descriptive statistics, paired t-test, and chi square test. Results: Pre-test showed 63.1% moderate self-esteem; post-test revealed 93.1% high self-esteem. Mean self esteem score increased from 90.27 (75.2%) to 104.76 (87.3%) a 12.1% improvement (t=18.06, p<0.001). Pre-test attitude: 59.2% positive, 23.8% strong positive; post-test: 83.1% strong positive, with negative attitudes eliminated. Mean attitude score rose from 86.56 (72.1%) to 102.61 (85.5%) a 13.4% improvement (t=17.15, p<0.001). Undergraduate graduation status showed significant association with attitude (p<0.001); no other demographic variables were significant. Conclusion: The EITP significantly enhanced self-esteem and attitude toward EI among B.Ed. trainees. Integrating structured EI training into teacher education curricula is recommended to produce emotionally resilient future educators.