Emotional Intelligence and Innovative Teaching Behavior of Student Teachers of English in Southeast Chinese University: Two-Factor Mediation Role of Psychological Empowerment and Career Commitment

The present study ascertained the two-factor mediation role of psychological empowerment and career commitment in the association between emotional intelligence and innovative teaching behaviors of Student Teachers of English in Southeast Chinese University. There are 295 Student Teachers of English in Chinese University to participate in an empirical investigation using the Emotional Intelligence Scale, Psychological Empowerment Scale, Career Commitment Scale, and Innovative Teaching Behavior Scale. Structural equation model (SEM) data analyses were administered using SPSS 24.0 and AMOS 24.0 to test the proposed mediation role. The results showed that there was a significant positive correlation between four independent variables and dependent variable. Two-factor mediation analysis showed that emotional intelligence affects innovative teaching behaviors through two mediation variables. The present results highlight the essential effects of two mediation variables in cultivating innovative teaching behaviors. The current study provides empirical evidence for improving the innovative teaching skills of student English teachers in Chinese University and offers worthwhile educational practice implications.