PROSPECTIVE TEACHERS’ EMOTIONAL MATURITY IN RELATION TO GENDER, PLACE OF RESIDENCE AND INSTITUTION
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Abstract
Emotional maturity is a cornerstone of personal and professional development, enabling individuals to navigate challenges with resilience, maintain healthy relationships, and contribute effectively to their communities. For prospective teachers, this trait holds particular significance, as their ability to manage emotions directly influences their capacity to nurture and inspire students. Recognizing this, the present study examines the emotional maturity of B.Ed. teacher trainees, exploring its relationship with gender, place of residence (urban vs. rural), and type of institution (government vs. private).
Given the pivotal role teachers play in shaping young minds, the future of society by understanding the factors that influence their emotional maturity is critical. This research seeks to identify potential disparities and trends among teacher trainees, offering insights that can inform teacher education programs. By addressing these dimensions, the study aims to contribute to the development of more emotionally resilient educators, ultimately enhancing the quality of education and fostering a more balanced and progressive learning environment.
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References
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