Emotional intelligence and academic performance in initial training teachers in University of Extremadura

Several studies show the importance of educating future teachers, both in acquiring a clear emotional awareness and reflection of their own teaching. The main aim of the present study is to evaluate the level of emotional intelligence (care, emotional clarity and repair) that teachers in Initial Teacher Training have. Furthermore, an analysis of the relationship between academic achievement and emotional intelligence will be carried out. The methodology employed is quantitative, specifically a cross-sectional design. The sample analyzed consists of 500 students of the Degree in Primary Education and Degree in Nursery Education in the Faculty of Education (Badajoz) at the University of Extremadura (Spain). The main tool used is the self-test TMMS-24 (Fernandez-Berrocal, Extremera & Ramos, 2004). Results support the conclusion that there are statistically significant differences in the level of clarity and emotional repair depending on the gender as well as differences in the level of emotional intelligence depending on the degree they study and the specialty they are enrolled in. Finally, we found a positive and statistically significant relationship between the level of emotional intelligence of teachers in initial teacher training and their academic performance.