Socioeconomic Status, Emotional Intelligence, and Teacher Achievement: A Correlational Study Among Secondary Student Teachers in West Bengal

Education

Background Teacher achievement is a critical factor in determining the quality of education, influenced by multiple personal and environmental variables. Socioeconomic status (SES) affects access to resources, educational opportunities, and professional growth, while emotional intelligence (EI) is increasingly recognized as an essential trait for effective teaching. Despite extensive research on these variables independently, their combined influence on teacher achievement remains underexplored, particularly among secondary student teachers in West Bengal. This study aims to analyze the relationship between SES, EI, and teacher achievement, assessing their individual and collective impact. Objectives The study seeks to (1) examine the correlation between SES and teacher achievement, (2) determine the relationship between EI and teacher achievement, and (3) assess the combined predictive power of SES and EI on teacher achievement among secondary student teachers. Methods A total of 400 secondary student teachers were selected using stratified random sampling from five districts of West Bengal. Data were collected using a standardized SES scale, the Schutte self-report EI scale, and academic records. Pearson’s r was used to measure correlations between SES and teacher achievement as well as EI and teacher achievement. Multiple regression analysis was conducted to evaluate the combined effect of SES and EI on teacher achievement. Results Pearson’s r showed a moderate positive correlation between SES and teacher achievement (r=0.42, p<0.01) and a stronger correlation between EI and teacher achievement (r=0.56, p<0.01). Multiple regression analysis indicated that SES and EI together accounted for 49% of the variance in teacher achievement (R²=0.49, F(2,397)=190.25, p<0.001), with EI being a stronger predictor. Conclusion The findings highlight the significant influence of both SES and EI on teacher achievement, with EI emerging as a more substantial factor. These results suggest that teacher education programs should incorporate emotional intelligence training, particularly for student teachers from lower socioeconomic backgrounds, to enhance their professional readiness and long-term success.

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