Teaching is an emotionally demanding profession that requires educators to regulate emotions effectively while maintaining pedagogical competence, classroom discipline, and positive student relationships. Emotional competence is particularly important for pre-service teachers who are in the process of developing their professional identity and instructional confidence. The present study investigates emotional awareness, emotional challenges, emotional regulation, coping strategies, and support needs among pre-service teachers. The study employed a descriptive correlational survey design involving 67 pre-service teachers enrolled in teacher education programmes. Quantitative data were collected using a structured questionnaire consisting of 20 Likert-scale items measuring five dimensions of emotional competence. Descriptive statistics and Pearson’s correlation analysis were utilized to examine relationships among the variables. Reliability analysis using Cronbach’s Alpha (a = 0.64) indicated moderate internal consistency acceptable for exploratory educational research. The findings revealed that participants demonstrated high emotional awareness (M = 4.09) and strong coping strategies (M = 4.02), while experiencing moderate emotional challenges (M = 2.85) during teaching practice. Correlation analysis showed significant positive relationships between emotional awareness, emotional regulation, and coping strategies, whereas emotional challenges demonstrated negative correlations with these dimensions. The results further highlighted a strong perceived need for emotional management training and structured institutional support. The study underscores the importance of integrating emotional intelligence development, reflective practices, emotional resilience training, and mentorship support within teacher education programmes to strengthen emotional competence and professional well-being among future educators.
Emotional Intelligence, Pre-Service Teachers, Emotional Regulation, Coping Strategies, Emotional Well-Being, Teacher Education, Emotional Competence.
International Journal of Trend in Scientific Research and Development - IJTSRD having
online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International
Journal which provides rapid publication of your research articles and aims to promote
the theory and practice along with knowledge sharing between researchers, developers,
engineers, students, and practitioners working in and around the world in many areas
like Sciences, Technology, Innovation, Engineering, Agriculture, Management and
many more and it is recommended by all Universities, review articles and short communications
in all subjects. IJTSRD running an International Journal who are proving quality
publication of peer reviewed and refereed international journals from diverse fields
that emphasizes new research, development and their applications. IJTSRD provides
an online access to exchange your research work, technical notes & surveying results
among professionals throughout the world in e-journals. IJTSRD is a fastest growing
and dynamic professional organization. The aim of this organization is to provide
access not only to world class research resources, but through its professionals
aim to bring in a significant transformation in the real of open access journals
and online publishing.