افاق للعلوم
Volume 11, Numéro 3, Pages 01-18
2026-06-01
Assessing Trait Emotional Intelligence In Efl Teacher Education: Evidence From An Algerian Sample Using The Teique-sf
Authors : Koran Aziza .
Abstract
This exploratory study examines the reliability and dimensional structure of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF) across its four factorial dimensions among 75 first-year Algerian preservice English language teachers at the University of Djilali Bounaama Khemis Miliana, a population situated within a high-stakes, multilingual educational landscape where emotional demands on teachers are both acute and underexplored. Given the increasing emphasis on learner-centered and intercultural pedagogies in EFL contexts, understanding teachers' emotional competences is critical to effective preparation. Internal consistency analysis indicated good reliability (α = .852). Descriptive results revealed moderate to high trait EI levels overall, with Well-Being scoring highest, followed by Emotionality and Sociability at comparable levels, while Self-Control was comparatively lower. A repeated measures ANOVA confirmed significant differences across dimensions (F(3, 222) = 32.452, p < .001, η²ₚ = .30), a large effect that underscores the meaningfulness of this variation. Given these comparatively lower Self-Control scores, the findings highlight potential vulnerabilities in stress regulation that may affect classroom performance and professional resilience. The study provides preliminary psychometric support for the use of the TEIQue-SF in this underrepresented context and underscores the need to integrate targeted emotional regulation training within EFL teacher education programs in Algeria and comparable Maghrebi settings.
Keywords
Emotional Dimensions ; Psychometric Properties ; Preservice Teachers ; Trait Emotional Intelligence
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