Emotional intelligence in Greek teacher education: Findings from a short intervention

Abstract Emotional intelligence (EI) is widely known to be crucial for professional development in education, and it a curricular component of Greek teacher education. Still, there little information available on student teachers’ EI. The aim this study was explore whether trait EI can developed through two-week, EI-focused intervention. followed quasi-experimental design with mixed method approach, using the Trait Intelligence Questionnaire-Short Form (Greek version) ( N = 42) reflective emotion diaries 19). participants were third-year undergraduate students studying primary education teaching at University Crete. While results from statistical analysis showed no EI, findings thematic suggested that intervention beneficial, facilitating identification potentially enabling regulation increased self-awareness. concludes discussion its limitations practical implications future studies