Promoting Mental Health of Secondary School Teachers and Students Through Enhancing Their Emotional Intelligence in Dhaka City
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 80
- 试验地点
- 1
研究概览
简要总结
The present study examined the effects of an emotional intelligence (EI)-based training program on emotional intelligence and mental health outcomes among secondary school teachers and students in Dhaka City, Bangladesh.
The study addressed whether the EI-based intervention improves emotional intelligence and reduces psychological distress, including anxiety and depression, while enhancing overall wellbeing (emotional, social, and psychological).
A quasi-experimental design was employed, comparing participants who received a structured EI training program with a control group. The intervention was based on Goleman's mixed model of emotional intelligence, focusing on four core domains: self-awareness, self-management, social awareness, and relationship management.
Participants were assessed at multiple time points using standardized measures of emotional intelligence, anxiety, depression, and mental health continuum. The study also incorporated a follow-up assessment to examine outcomes over time.
The findings aim to contribute to understanding the role of emotional intelligence in promoting mental health and to inform school-based psychological intervention strategies.
详细描述
The present study is a school-based, multi-phase quasi-experimental research conducted among secondary school teachers and students in Bangla-medium schools in Dhaka City, Bangladesh. The study focuses on the role of emotional intelligence (EI) in shaping mental health outcomes and evaluates the effectiveness and sustainability of an EI-based training intervention designed to improve psychological wellbeing among educational populations.
Adolescence and early adulthood are critical developmental stages characterized by emotional, cognitive, and social transitions. During this period, individuals are particularly vulnerable to psychological distress, including anxiety and depression, while also developing foundational emotional and interpersonal competencies. Similarly, teachers operate in high-demand educational environments that often contribute to emotional strain, burnout, and reduced wellbeing. In this context, emotional intelligence has emerged as a key protective factor that may enhance both emotional regulation and mental health outcomes.
Objectives of the Study
The primary objective of the study was to examine whether a structured Emotional Intelligence training program could improve emotional intelligence and mental health outcomes among secondary school teachers and students.
The specific objectives included:
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 12 Years 至 17 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Participants include secondary school students aged 12-17 years and secondary school teachers aged 22-60 years.
- •students (both boys and girls) enrolled in Classes 7 to 10 in coeducational Bangla-medium secondary schools in Dhaka city;
- •teachers (male and female) who taught in these classes;
- •teachers who provided informed consent to participate in the training;
- •students who provided assent along with parental consent;
- •Students identified as belonging to lower EI profiles (e.g., emotionally vulnerable or at-risk groups) based on latent profile analysis (LPA) of Trait Emotional Intelligence scores; and
- •individuals who expressed willingness to actively participate in the study.
排除标准
- •individuals with a reported history of severe mental illness;
- •individuals with identifiable visual, hearing, or physical impairments that could interfere with participation in the program;
- •teachers and students from English-medium or English-version schools;
- •individuals unwilling or unable to provide voluntary informed consent/assent or to complete the full program;
- •those who had previously attended any emotional intelligence training program; and
- •Students identified as belonging to higher EI profiles (e.g., emotionally competent or well-adjusted groups) based on latent profile analysis (LPA) of Trait Emotional Intelligence scores.
研究组 & 干预措施
Emotional Intelligence Training Program
Participants in this group received a structured Emotional Intelligence (EI) training program based on Goleman's four-domain model: self-awareness, self-management, social awareness, and relationship management. Students received four weekly sessions (2.5-3 hours each), while teachers received a condensed version delivered over two full training days. The program included interactive methods such as lectures, group discussions, role-plays, reflective exercises, and homework assignments.
干预措施: Enhancing Emotional Intelligence (Behavioral)
No Intervention Control Group
Participants in this group did not receive the Emotional Intelligence (EI) training during the study period. They completed assessments at baseline and post-test in parallel with the experimental group, following the same evaluation schedule to ensure comparability between groups. The 6-month follow-up assessment is scheduled to be completed in line with the study timeline to evaluate longer-term outcomes. After completion of the follow-up assessment, participants will be provided with a brief 1-hour psychoeducational session along with informational handouts as an ethical consideration to ensure equitable access to intervention-related information.
研究者
Jannatul Ferdous
PhD Researcher, Department of Psychology, University of Dhaka; Assistant Professor, Department of Psychology, Jagannath University
University of Dhaka