Enhancing Teacher Training Through Self‐Efficacy and Emotional Intelligence: A Conditional Process Model of Pre‐Service Teachers’ Well‐Being and Academic Achievements

The study concludes that interventions aimed at enhancing ASE could provide the most substantial benefits for academic achievement, regardless of students' EI levels. These findings underscore the importance of integrated teacher education programmes that foster ASE and EI, thus equipping pre-service teachers with the tools needed to navigate academic challenges and excel professionally.