Emotional Intelligence and Well-Being as Catalysts of Academic Achievement in Teacher Education Programs

Abstract

The present study aimed to investigate the correlation between emotional intelligence, General Well-being and academic achievement of B.Ed. students in India. Stratified random sampling was used to sample 308 students from both government-aided and self-financed colleges. The Wong and Law Emotional Intelligence Scale (WLEIS, 2002), the World Health Organization (WHO) 5 Well-Being Index (2024), and students’ cumulative records were used. The results indicated that students’ overall level of emotional intelligence and well-being were in the moderate range, and differences were observed in terms of gender and type of management. The results of the correlation analysis showed that there were significant positive correlations between the dimensions of emotional intelligence, well-being, and academic achievement. Furthermore, regression analysis revealed that emotional intelligence and well-being jointly explained 23.2% of the variance in academic achievement, and structural equation modelling confirmed the mediating role of well-being in this relationship. The findings emphasize the importance of integrating socio-emotional learning and psychological support mechanisms into the teacher education curriculum. Future research should employ longitudinal and intervention-based designs to examine the causal pathways and long-term impact of emotional intelligence enhancement programs on teacher effectiveness and professional resilience.