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ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1557806
This article is part of the Research Topic Emotional Intelligence in Educational Psychology: Enhancing Learning and Development View all 4 articles
Emotional intelligence and innovative teaching behavior of pre-service music teachers: the chain mediating effects of psychological empowerment and career commitment
Provisionally accepted- 1 University of Malaya, Kuala Lumpur, Malaysia
- 2 Ningde Normal University, Ningde, Fujian, China
This study explores the chain mediating effects of psychological empowerment and career commitment in the relationship between emotional intelligence and innovative teaching behaviors among pre-service music teachers. A total of 458 pre-service music teachers (𝑀 𝑎𝑔𝑒 = 22.56, 𝑆𝐷 = 1.97, 26.42% male, 73.58% female) participated in an empirical survey, employing the Emotional intelligence Scale, Psychological Empowerment Scale, Career Commitment Scale, and Innovative Teaching Behavior Scale. Data analysis was conducted using structural equation modeling (SEM) with SPSS 26.0 and AMOS 24.0 to test the proposed mediation effects. The results revealed significant positive relationships between emotional intelligence, psychological empowerment, career commitment, and innovative teaching behaviors. Mediation analysis demonstrated that emotional intelligence influences innovative teaching behaviors through the sequential mediation of psychological empowerment and career commitment. These findings highlight the critical roles of psychological empowerment and career commitment in fostering innovative teaching behaviors. This study offers empirical evidence to enhance the innovative teaching capacities of pre-service music teachers and provides valuable implications for educational practice.
Keywords: Emotional Intelligence, innovative teaching behavior, psychological empowerment, Career commitment, pre-service music teachers, mediation effect
Received: 09 Jan 2025; Accepted: 03 Apr 2025.
Copyright: © 2025 Jiang and Tong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Xin Jiang, University of Malaya, Kuala Lumpur, Malaysia
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