| Abstrakt: |
Trait emotional intelligence (EI) has gained considerable attention in educational research due to its influence on teaching effectiveness and student outcomes. Despite its importance, there is limited understanding of trait EI among pre-service physical education (PE) teachers, a group for whom EI is crucial given the interpersonal nature of their future roles. This study aims to address this gap by examining the trait EI profiles of pre-service PE teachers and investigating potential differences based on gender, athletic level, and type of sport participation. The study included 926 pre-service PE teachers (499 males and 427 females) from a prominent School of PE and Sport Science in Greece. Participants completed the Schutte Self-Report Emotional Intelligence Scale (SSREI), which assesses trait EI and its four factors: Emotion regulation of self, Appraisal of emotions of others, Appraisal of emotions of the self, and Using emotions for problem solving. Descriptive statistics and inferential analyses, including MANOVA, were employed to analyze the data. Results indicated that pre-service PE teachers generally exhibit moderate to high levels of trait EI, with a mean overall trait EI score of 2.83 (SD=.42). Gender differences were observed, with females scoring significantly higher in Appraisal of emotions of others and overall trait EI compared to males (p<.01). On the other hand, no statistically significant differences observed between participants of different athletic level and type of sport participation (p>.05). The findings indicate a generally better-developed capacity for empathy and social awareness among female pre-service PE teachers compare to their male counterparts. These findings further underscore the importance of integrating EI training in PE teacher education programs to enhance future teachers' emotional and interpersonal skills. This study contributes to the literature by providing a comprehensive analysis of trait EI in pre-service PE teachers and student-athletes, highlighting the need for targeted interventions to support their professional development. [ABSTRACT FROM AUTHOR] |
