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The purpose of this study was to explore relationship of perceived classroom learning environment on emotional intelligence of prospective teachers. Data was collected from 100 male and female prospective teachers of public and private sector universities and degree awarding institutions. Respondents‟ age range was 20 years to 30 years and their family income level ranged from Pak.Rs.25, 000 to 50,000. Two questionnaires were used for data collection from sample one for measuring perceived classroom learning Environment (CLE) and other for measuring emotional intelligence (EIQ) of prospective teachers. The major findings of the present study were that classroom learning environment was highly correlated with emotional intelligence; married prospective teachers had higher level of emotional intelligence than unmarried ones. Results revealed gender differences in prospective teachers‟ perceptions where female teachers perceived CLE positively with compared to men. Gender differences were found in emotional intelligence where female were found more emotionally intelligent than their male counterparts. Respondents from higher income showed higher emotional intelligence as well as they perceived CLE as favorable. Older respondent practiced highly emotionally intelligence and they considered CLE as positive as compared to young ones. Respondents having first birth order showed higher emotional intelligence and positive response on CLE. The study has implications for teacher educators and trainers, teachers, psychologists, experts, curriculum developers and researchers.
巴基斯坦国立现代语言大学为巴基斯坦国立大学,成立于1969年,有6个学院,提供24个语言专业
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