The relationship between emotional intelligence, stress, and empathy in teacher education students

Teachers with high emotional intelligence, low levels of stress, and strong empathy are more likely to support students, foster mutual understanding, and successfully build relationships. However, the relationships between these variables remain insufficiently explored. Therefore, this study aimed to assess these relationships using a cross-sectional, correlational design. The survey included the Trait Emotional Intelligence Questionnaire (TEIQue), the Perceived Stress Scale (PSS), and the Interpersonal Reactivity Index (IRI). Data were collected from a random sample of 46 final-year students majoring in teacher education. The data were analyzed using mean and standard deviation, Pearson's correlation, and multiple linear regression methods. The analysis of means and standard deviations revealed that the teacher education students scored higher than average on emotional intelligence, had moderate levels of stress, and displayed empathy. Pearson's correlation indicated a positive relationship between emotional intelligence and empathy levels, a moderate negative relationship between emotional intelligence and stress levels, and a weak negative relationship between stress and empathy. Finally, the multiple linear regression analysis showed that emotional intelligence and stress levels together predicted empathy tendencies. This suggests that teacher education students with higher emotional intelligence (EQ) are more likely to have lower stress levels and stronger empathy tendencies. Therefore, this study recommends that teacher training programs include activities that enhance emotional intelligence (EQ), stress management, and empathy development through seminars and training sessions to better prepare future teachers.