Emotional intelligence and teamwork effectiveness among Generation Z students: a mixed-methods study

Abstract

This study examined the association between emotional intelligence (EI) and perceived group-work effectiveness among Generation Z pre-service teachers, and explored how students experience emotions in collaborative learning. Using a convergent mixed-methods design, quantitative data were collected from 206 Bahrain Teachers College students (Years 1-4) using Hall’s EI test and the comprehensive assessment of team member effectiveness (CATME). Semi-structured interviews with 15 students provided contextual explanations. One-way analysis of variance (ANOVA) and Pearson correlations were used for the survey; interviews were analyzed using reflexive thematic analysis. EI increased across academic years, F(3, 202)=27.27, p<0.001, η²=0.29, and perceived teamwork effectiveness also increased, F(3, 202)=25.69, p<0.001, η²=0.28. EI components correlated positively with CATME (r=0.36–0.57, p<0.001), with empathy and social skills comparatively lower than other EI components. Qualitative themes converged with the results and emphasized: i) preference for text-based communication and reduced comfort with face-to-face conflict; ii) emotion-regulation challenges during disagreements; and iii) self-motivation strategies (goal-setting, role clarity) used to sustain collaboration. By integrating EI and teamwork measures in a teacher-education context, the study offers practical directions for embedding EI development and structured teamwork supports in pre-service programs.