Emotional Intelligence and Burnout among Pre-Service Teachers

AbstractThis study examines emotional intelligence and burnout among pre-service teachers duringtheir training period. A mixed-methods approach was used to understand both the levels ofemotional intelligence and burnout, as well as experiences related to stress. The sampleconsisted of 77 B.Ed. and M.Ed. students from one central and one private university. Datawere collected using the Emotional Intelligence Scale (EIS-SANS), a self-developed burnoutscale, and open-ended questions.The results showed moderate levels of emotionalintelligence and burnout among the participants. A significant negative relationship wasfound between the two variables, indicating that pre-service teachers with higher emotionalintelligence experienced lower burnout.The qualitative findings revealed that heavy academicworkload, teaching practice, and personal responsibilities were the main causes of burnout.Participants reported using simple coping strategies such as planning their work, taking shortbreaks, and seeking support from peers. The study highlights the role of emotionalintelligence in reducing burnout and suggests that teacher education programmes should paygreater attention to emotional well-being during training.