The Interrelationship between Linguistic Abilities, Emotional Intelligence and Personality Traits in Students of Teacher Training Programs

Modern education imposes high demands on future educators, requiring not only knowledge and skills but also the ability to deeply understand emotions, communicate effectively, and adapt to various situations in a rapidly changing world. This study focuses on analyzing the relationships between linguistic abilities, emotional intelligence, and personality traits in students of pedagogical specialties with different academic orientations. The study employed three key methods: Gardner's Multiple Intelligences Test to assess linguistic intelligence, D. V. Lyusin's EmIn questionnaire to measure emotional intelligence, and G. Eysenck's Personality Inventory (EPI) to analyze individual character traits. The results revealed significant differences between the groups: humanities-oriented students demonstrated high levels of linguistic abilities and pronounced emotional intelligence, whereas students in the mathematical domain showed well-developed logical-mathematical abilities. These findings reflect the specific educational orientations of the respondents: humanities students prioritize the ability to establish deep emotional connections and build social interactions, while mathematics students focus on structuring information and interpersonal communication skills. The practical significance of the study lies in its potential application for designing educational programs that integrate linguistic abilities, emotional intelligence, and personality traits according to the academic orientation of future educators, thereby enhancing their professional training. Additionally, the findings can serve as a foundation for developing tools for psychological support for students.