Emotional Intelligence as a Predictor of Pre-service Science Teachers’ Willingness to Implement Inclusive STEM Education in Anambra State, Nigeria
DOI:
https://doi.org/10.33830/ijrse.v8i1.14048Keywords:
Emotional Intelligence, Inclusion, Pre-service science teachers, STEM, WillingnessAbstract
This study investigated pre-service science teachers’ (PSTs) willingness to implement inclusive Science, Technology, Engineering, and Mathematics (STEM) education in Anambra State, Nigeria, as predicted by their emotional intelligence. Three research questions and three null hypotheses guided the study. A predictive correlational research design was adopted. The population consisted of 1,864 PSTs at Nnamdi Azikiwe University, Awka, from which a sample of 330 participants was drawn. The instrument for data collection was the ‘Preservice Science Teachers’ Emotional Intelligence and Willingness for Inclusive STEM Education Questionnaire’ (PSTEIWISQ), adapted from the Brief Emotional Intelligence Scale (BEIS-10) of Davies et al. (2010) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale by Forlin et al. (2011). The instrument was validated by three experts. The reliability of the instrument was established using the Cronbach’s Alpha technique, which yielded a strong overall coefficient of .912, with subscale reliabilities ranging from .752 to .864. Data were collected through a hybrid of digital and in-person methods and analyzed using Pearson Product-Moment Correlation (R), coefficient of determination (R2) and regression analyses. The findings revealed that emotional intelligence was a significant predictor of all three components of willingness. Specifically, higher emotional intelligence significantly predicted more positive sentiments, more favourable attitudes, and lower practical concerns about implementing inclusive STEM education. Based on the findings, it was recommended that teacher training institutions should make mandatory, practical emotional intelligence development modules a part of their core curricula to better prepare future teachers for the multifaceted demands of inclusive classrooms.
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