Building Emotional Intelligence among B. Ed Students through Family Activities and Social Adjustment

Students pursuing a bachelor's degree in education are prepared to work as teachers because they have received training in both pedagogy and academic areas. They gain experience in teaching strategies, classroom management, and student engagement. During their training, emotional intelligence, empathy, and communication are stressed as essential skills. B.Ed. students are able to create friendly and productive learning environments for all kinds of learners. For students to effectively regulate emotions, establish positive relationships, and establish positive learning environments, educators should have emotional intelligence (EI). The objective of this study is to determine how family activities and social adjustment affect the emotional intelligence of students pursuing a bachelor's degree in education. In this study 110 B.Ed. students (ages 20-25) studying in Chennai district were included who were split into control and experimental groups. Over the course of four weeks, the control group adhered to the standard curriculum, while the experimental group participated in family-based and social adjustment activities. Using a quasi-experimental methodology, this study collected quantitative data to assess how family activities and social adjustment affected B.Ed. students' emotional intelligence. The findings of pre- and post-tests on the Emotional Intelligence Scale (EIS) showed that the experimental group's EI scores had significantly increased. This study emphasizes how crucial it is to include social and emotional learning experiences in teacher preparation programs in order to improve students' emotional intelligence and create more well-rounded teachers