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Emotional Intelligence and Innovative Teaching Behavior of Student Teachers of English in Southeast Chinese University: Two-Factor Mediation Role of Psychological Empowerment and Career Commitment

Yanli Tong,Xin Jiang

Published 2025 in SAGE Open

ABSTRACT

The present study ascertained the two-factor mediation role of psychological empowerment and career commitment in the association between emotional intelligence and innovative teaching behaviors of Student Teachers of English in Southeast Chinese University. There are 295 Student Teachers of English in Chinese University to participate in an empirical investigation using the Emotional Intelligence Scale, Psychological Empowerment Scale, Career Commitment Scale, and Innovative Teaching Behavior Scale. Structural equation model (SEM) data analyses were administered using SPSS 24.0 and AMOS 24.0 to test the proposed mediation role. The results showed that there was a significant positive correlation between four independent variables and dependent variable. Two-factor mediation analysis showed that emotional intelligence affects innovative teaching behaviors through two mediation variables. The present results highlight the essential effects of two mediation variables in cultivating innovative teaching behaviors. The current study provides empirical evidence for improving the innovative teaching skills of student English teachers in Chinese University and offers worthwhile educational practice implications. Plain Language Summary Emotional intelligence and Innovative Teaching of Student Teachers of English This study explored how future English teachers in Chinese universities develop innovative teaching methods. Researchers wanted to understand if emotional intelligence (the capability to manage emotions and understand others’) boosts creativity in teaching, and whether this happens through two key factors: feeling confident and motivated in their role (psychological empowerment) and being dedicated to teaching as a long-term career (career commitment). The authors surveyed 295 student teachers using questionnaires to measure these traits. The results showed that emotionally intelligent teachers were more likely to feel empowered and committed to their careers. These two factors, in turn, encouraged them to try new, creative teaching approaches. The findings suggest that training programs for future teachers should focus not just on emotional skills but also on building their confidence in the classroom and passion for teaching. Strengthening these areas could help teachers become more adaptable and inventive in their methods.

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