Emotional intelligence and academic performance: how does the relationship work among pre-service teachers in Ghana?

Abstract

Previous research has linked emotional intelligence (EI) to academic performance, albeit mostly in primary and secondary education. This association is unclear for teacher education due to a lack of research, especially in Ghana. This quantitative study examined EI patterns in pre-service teachers at a Ghanaian university to extend previous research knowledge. Using closed-ended questionnaires, 291 participants from the University's recently formed teacher-training department provided data for a cross-sectional survey. The data were analyzed using descriptive statistics, independent samples t-tests, and correlations. The findings generally showed a significant connection between the participants’ academic performance and their EI, except for two components (i.e., self-awareness and self-management). Therefore, the study suggested that teacher training institutions in Ghana should emphasize those components in the training curriculum.

Keywords:

• Academic performance
• emotional intelligence
• performance assessment
• pre-service teachers
• University of Ghana

Reviewing editor:

• Timo Ehmke, Department of Education, Leuphana University of Lüneburg: Leuphana Universitat Luneburg, Lueneburg, Germany

Subjects:

• Educational Psychology
• Higher Education
• Primary/Elementary Education
• Secondary Education
• Teachers & Teacher Education

Acknowledgments

The researchers acknowledge the management of the selected institution, particularly the Head of Department of Teacher Education or granting them access to their unit to conduct the study. The researchers wish to thank all the pre-service teachers who participated in the study as well and lastly thank Mr. Ronald Osei Mensah of Takoradi Technical University, Ghana for his critical support to see to the publication of this manuscript.

Disclosure statement

The researchers affirm that there was no conflict of interest throughout the study.

Data availability statement

The corresponding author will provide the datasets created during and/or analyzed during the current investigation upon reasonable request.

Additional information

Funding

No direct funding was provided to the authors for this study.

Notes on contributors

Kwaku Darko Amponsah

Kwaku Darko Amponsah is a Senior lecturer as well as the Head of Department of Teacher Education, School of Education and Leadership, University of Ghana. He holds a Master of Philosophy Degree in Science Education from the University of Cape Coast, Ghana, and a Ph.D. Degree in Chemistry Education from the University of South Africa, Pretoria, South Africa. His research interests include gender studies and STEM education, science and chemistry education, stress/emotional intelligence/and multiple intelligence in science/ teacher education.

Inusah Salifu

Inusah Salifu is a Senior Lecturer at the Department of Adult Education and Human Resource Studies, University of Ghana. His research interests cover teachers and teaching, learners and learning, and general educational administration/management/leadership at the tertiary and pre-tertiary levels. Email: [email protected]

Rita Yeboah

Rita Yeboah is a Senior Lecturer in the Department of Teacher Education, School of Education and Leadership, University of Ghana Legon Accra, Ghana. She holds doctorate and MA degrees in Art Education from KNUST Ghana. Her research interests are in the areas of instructional resources design and development, participatory and active instructional strategies, educational technologies, teacher education, art education, teacher professional development and education for sustainable development. Email: [email protected]

Priscilla Commey-Mintah

Priscilla Commey Mintah is a Lecturer at the Department of Teacher Education, University of Ghana, Accra, Ghana. She holds a PhD in Educational Psychology from the University of Cape Coast, Cape Coast, Ghana. Her research areas are emotional intelligence, stress, adolescence, and middle-age crisis. Email: [email protected]