Asian Journal of Education and Social Studies

This study examined emotional intelligence and social intelligence among prospective teachers in the Trichy and Namakkal Districts of Tamil Nadu, India. A correlational survey design was employed with 200 Bachelor of Education trainees selected from five colleges through simple random sampling. Data were collected using measures of emotional intelligence and social intelligence, and the internal consistency coefficient for each instrument was .89. Descriptive statistics, independent-samples t-tests, Pearson’s product–moment correlation, and Cohen’s d were used for analysis. The results showed that 59% of trainees had moderate emotional intelligence, while 56% had moderate social intelligence. Female trainees obtained significantly higher scores than male trainees on both constructs, and urban trainees scored significantly higher than rural trainees. The largest group difference was observed for locality in emotional intelligence, with Cohen’s d = 0.85. Emotional intelligence and social intelligence were strongly and positively correlated, r(198) = .72, p < .01, indicating substantial statistical overlap between the two measures without implying causation. The findings suggest that socio-emotional competencies are relevant to the preparation of prospective teachers and may be supported through structured learning, reflective practice, mentoring, and experiential activities. The study provides context-specific evidence concerning these competencies among Bachelor of Education trainees in the two selected Tamil Nadu districts. The results should be interpreted within the limits of the sample, measures, and correlational design.