Research Trends on Emotional Intelligence of Preservice Early Childhood Teachers

Objectives This study aims to identify research trends related to the emotional intelligence of preservice early childhood teachers. Based on the findings, the study seeks to identify the current state and trajectory of realted research, suggest directions for future studies, and present implications for teacher education programs that will improve emotional intelligence. Methods The analysis was carried out based on 42 studies on emotional intelligence for preservice early childhood teachers conducted between 2011 and 2023. This comprised 38 academic journal articles and 4 thesis papers. The analysis focused on identifying trends and patterns across research period, research themes and research methodologies. Results First, research on emotional intelligence of preservice early childhood teachers began in 2011 and has been steadily increasing since 2016. Second, the most frequently explored themes were variables related to the emotional intelligence of preservice early childhood teachers, particularly academic and teaching profession variables. Third, Quantitative studies, especially correlations studies were the most commonly used methodologies. Data collection predominantly involved tests and scales. Data analysis mainly focused on relational verification. The Wong and Law Emotional Intelligence Scale was often used as a common tool. Emotional intelligence was more commonly used as an indefendant variable than a defendant or mediation variable. Conclusions Research on emotional intelligence of preservice early childhood teachers has been steadily increasing for about 13 years, primarily focusing on its relations with wide-ranging variables. Future research should focused on further developing diverse programs aimed at enhansing emotional intelligence among preservice early childhood teachers. This entails creating new scales and diversify research methods, which may include literature reviews and qualitative studies.