THE ROLE OF EMOTIONAL INTELLIGENCE IN TESL PRE-SERVICE TEACHERS’ PRACTICUM EXPERIENCES

Abstract

Practicum is a pivotal stage in TESL pre-service teachers’ professional development, yet it often presents intense emotional challenges that may affect both teaching performance and well-being. While teacher education programmes in Malaysia emphasises pedagogical skills, the influence of emotional intelligence (EI) on practicum success remains underexplored. This study investigates how Goleman’s EI framework shapes TESL pre-service teachers’ capacity to manage the emotional demands of their practicum. A qualitative approach was adopted, involving four purposively selected TESL pre-service teachers. Data were collected through semi-structured interviews and classroom observations, and analysed thematically. The analysis revealed two distinct participant profiles: those demonstrating strong EI competencies and those exhibiting limited EI skills. Findings emphasise the need for intentional EI development within teacher education curricula. Embedding targeted EI training, reflective practice, and emotional coping strategies into practicum preparation may enhance resilience, instructional quality, and professional confidence. For teacher educators, this underscores the importance of broadening focus beyond technical teaching skills to the emotional competencies that sustain long-term teaching effectiveness. Future research should expand the participant pool and employ mixed-method designs to generate richer multidimensional insights into the role of EI in TESL pre-service teachers’ practicum experience. Such work could inform more holistic approaches to teacher preparation, equipping future educators not only with the pedagogical expertise but also with the emotional resilience necessary to thrive in complex classroom environments.