TY - JOUR
T1 - Examining the Influence of Key Demographic Variables of Preservice Teachers in a University in Ghana on Their Emotional Intelligence
AU - Amponsah, Kwaku Darko
AU - Adjei-Boateng, Emmanuel
AU - Awoniyi, Florence Chrisrtianah
AU - Commey-Mintah, Priscilla
AU - Adasi, Grace Sintim
AU - Yeboah, Rita
AU - Aheto, Simon Peter Kafui
AU - Salifu, Inusah
N1 - Publisher Copyright:
© 2024 Sciedu Press. All rights reserved.
PY - 2024/11
Y1 - 2024/11
N2 - This study is relevant as it highlights the crucial role of emotional intelligence (EI) in achieving long-term success and managing stress at work. The impact of demographic diversity on EI, a topic of ongoing debate, is the focus of our research. We employed a cross-sectional survey approach to investigate the potential influence of demographic variables such as age, gender, residential status, religious affiliation, and program of study on the EI of preservice teachers at the University of Ghana. We collected data from 291 participants using a self-made questionnaire and used descriptive and inferential statistics for analysis. The results showed that the only factor that significantly affected EI was age. Given that age was the only significant factor affecting EI in our study, the implications for raising EI among preservice teachers may need to be reconsidered. While our findings do not support broad demographic influences, they highlight the importance of age-related experiences in developing EI. This finding underscores the urgent need for age-inclusive policies and targeted EI development strategies in teacher training programs. These policies should be in line with the postpositivist worldview. Data was collected carefully to safeguard the participants' identities, and ethical approval was obtained. The findings highlight the value of motivating preservice teachers to live stress-free lives, engage in social activities, and maintain a healthy lifestyle to improve their emotional intelligence, self-control, social awareness, and interpersonal skills and, ultimately, increase their efficacy as future teachers.
AB - This study is relevant as it highlights the crucial role of emotional intelligence (EI) in achieving long-term success and managing stress at work. The impact of demographic diversity on EI, a topic of ongoing debate, is the focus of our research. We employed a cross-sectional survey approach to investigate the potential influence of demographic variables such as age, gender, residential status, religious affiliation, and program of study on the EI of preservice teachers at the University of Ghana. We collected data from 291 participants using a self-made questionnaire and used descriptive and inferential statistics for analysis. The results showed that the only factor that significantly affected EI was age. Given that age was the only significant factor affecting EI in our study, the implications for raising EI among preservice teachers may need to be reconsidered. While our findings do not support broad demographic influences, they highlight the importance of age-related experiences in developing EI. This finding underscores the urgent need for age-inclusive policies and targeted EI development strategies in teacher training programs. These policies should be in line with the postpositivist worldview. Data was collected carefully to safeguard the participants' identities, and ethical approval was obtained. The findings highlight the value of motivating preservice teachers to live stress-free lives, engage in social activities, and maintain a healthy lifestyle to improve their emotional intelligence, self-control, social awareness, and interpersonal skills and, ultimately, increase their efficacy as future teachers.
KW - age
KW - emotional intelligence
KW - gender
KW - preservice teachers
KW - program of study
KW - religious denomination
KW - residential status
UR - http://www.scopus.com/inward/record.url?scp=85208403938&partnerID=8YFLogxK
U2 - 10.5430/jct.v13n5p22
DO - 10.5430/jct.v13n5p22
M3 - Article
AN - SCOPUS:85208403938
SN - 1927-2677
VL - 13
SP - 22
EP - 35
JO - Journal of Curriculum and Teaching
JF - Journal of Curriculum and Teaching
IS - 5
ER -