Emotional intelligence and teaching practicum anxiety in preservice business teachers across gender differences

Abstract

Grounded in the theory of Transactional Model of Stress and Coping, the study employed the explanatory correlational cross-sectional research design to investigate the predictive role of emotional intelligence (EI) on teaching anxiety (TA) level among preservice business teachers (PBTs). It also explored whether the relationship is moderated by gender. The census method was used to include all 107 PBTs and data was gathered using a close-ended structured questionnaire. Afterwards, linear regression and Hayes process moderation were employed for the analysis of the data obtained. The findings revealed that EI influences TA level among PBTs during teaching practicum (TP). Additionally, the study found that the gender of PBTs does not moderate the relationship between EI and TA level. The study recommends that stakeholders in teacher education be intentional about incorporating structured EI development into the preparation of future Business teachers (Accounting and Management) to help them better manage the emotional pressures associated with the practicum.