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.

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:

1. To assess the effectiveness of EI-based training in improving emotional intelligence among teachers and students;
2. To evaluate the impact of the intervention on anxiety and depression levels To examine changes in overall mental health, including emotional, social, and psychological wellbeing;
3. To determine the sustainability of intervention effects over a six-month follow-up period;
4. To explore EI as a protective psychological factor within educational settings.

Theoretical Framework: The study is grounded in Goleman's mixed model of emotional intelligence, which conceptualizes EI through four core domains: Self-awareness; Self-management; Social awareness; and Relationship management. This framework emphasizes both intrapersonal and interpersonal competencies essential for adaptive functioning in academic and social environments.

Mental health in this study is conceptualized using the dual-continua model, which views mental health not merely as the absence of illness but as a combination of psychological wellbeing and psychological distress. This aligns with the Mental Health Continuum framework, which includes emotional wellbeing, social wellbeing, and psychological wellbeing as positive indicators, alongside anxiety and depression as indicators of distress.

Study Design: The study employed a quasi-experimental pretest-posttest control group design with a six-month follow-up assessment. A cluster-level allocation strategy was used, where schools rather than individuals were assigned to experimental and control conditions to minimize contamination effects.

The design included:

1. Experimental group receiving EI training intervention; and
2. Control group receiving no active intervention during the study period;
3. Repeated assessments at baseline, post-intervention, and follow-up.

This design allowed for evaluation of both immediate and long-term effects of the intervention on emotional intelligence and mental health outcomes.

Study Setting: The study was conducted in four Bangla-medium secondary schools located in Dhaka City, Bangladesh. Two schools were from Dhaka North City Corporation and two from Dhaka South City Corporation. Schools were selected based on administrative approval, accessibility, and willingness to participate in a longitudinal school-based intervention study.

Sampling Technique: A multi-stage sampling strategy was employed.

At the school level, four secondary schools were selected through convenience sampling based on institutional permission and logistical feasibility. At the cluster level, these schools were randomly assigned to experimental and control conditions using a lottery method.

At the student level, participants were selected from Classes 9 and 10 based on latent profile analysis (LPA) of trait emotional intelligence scores. Students belonging to lower EI profiles, specifically emotionally vulnerable and at-risk groups, were included. All participants in the lowest profile group were included, while proportionate stratified random sampling was used for moderately low EI profiles.

At the teacher level, total population sampling was used. All teachers teaching Classes 6 to 10 were invited to participate, and inclusion was based on informed consent.

This multi-stage approach ensured both representativeness and feasibility in a school-based research context.

Sample Size Determination: Sample size estimation was conducted using multiple approaches.

A formula-based method using baseline variability in mental health outcomes suggested a required range of approximately 44-63 participants per group, assuming a moderate effect size.

A priori power analysis using G*Power (repeated-measures ANOVA design) indicated a minimum requirement of approximately 56 participants after adjusting for expected attrition.

Findings from previous EI intervention studies also supported small to moderate sample sizes ranging from 30 to 100 participants in similar educational contexts.

Considering statistical requirements, prior literature, attrition risk, and field feasibility, the final sample size for student was set at approximately 80-100 participants, with 40-50 participants per group.

Intervention Description: The intervention consisted of a structured Emotional Intelligence training program developed using an evidence-based manual grounded in Goleman's model. The manual was culturally adapted for the Bangladeshi educational context and refined through expert review and pilot testing.

The program targeted four EI domains:

1. Self-awareness: emotional recognition and self-reflection;
2. Self-management: emotion regulation, cognitive restructuring, growth mindset, and anger management;
3. Social awareness: empathy development and active listening; and
4. Relationship management: interpersonal effectiveness and non-violent communication.

The training was delivered using interactive teaching methods, including lectures, group discussions, role-plays, reflective exercises, and homework tasks to ensure experiential learning and real-life application.

Student Intervention: Students received four weekly sessions, each lasting approximately 2.5 to 3 hours. Each session focused on one EI domain, allowing gradual skill development and reflection between sessions.

Teacher Intervention: The teacher training followed the same structure but was condensed due to institutional constraints. It was delivered over two intensive days across two weeks. Each day included two sessions of approximately 150 minutes, covering two EI domains per day.

Assessment Procedure: Both experimental and control groups were assessed at three time points: Baseline (pretest); Post-intervention; and Six-month follow-up (ongoing).

The control group did not receive EI training during the study period but will receive a brief psychoeducational session and informational materials after completion of follow-up assessments as an ethical consideration.

Outcome Measures

Primary outcomes included:

1. Emotional Intelligence measured using TEIQue-SF (teachers) and TEIQue-ASF (students);
2. Mental health outcomes assessed using the Mental Health Continuum-Short Form (MHC-SF);
3. Anxiety measured using Beck Anxiety Inventory (BAI/BAI-Y); and
4. Depression measured using Beck Depression Inventory-II (BDI-II/BDI-Y).

Higher EI and MHC-SF scores indicated improved outcomes, while lower anxiety and depression scores indicated reduced psychological distress.

Fidelity and Quality Assurance: To ensure intervention fidelity, structured checklists were completed after each session. The principal investigator conducted periodic observations using standardized fidelity monitoring tools. Research assistants maintained attendance records and documented session activities.

No audio or video recordings were used to maintain confidentiality. Data quality was ensured through triangulation of facilitator checklists, observation notes, and participant feedback.

Ethical Considerations: Ethical approval was obtained from the Ethical Review Committee of the Faculty of Biological Sciences, University of Dhaka. Written informed consent was obtained from teachers, while parental consent and student assent were obtained for student participants. Participation was voluntary, and confidentiality was strictly maintained throughout the study.

Summary

This study provides a structured evaluation of an Emotional Intelligence-based intervention within a real-world educational setting. By integrating emotional intelligence development with mental health outcomes, the study contributes to understanding the role of EI as a protective psychological factor among secondary school teachers and students in Bangladesh.

Inclusion Criteria:

• Participants include secondary school students aged 12-17 years and secondary school teachers aged 22-60 years.

  1. students (both boys and girls) enrolled in Classes 7 to 10 in coeducational Bangla-medium secondary schools in Dhaka city;

  2. teachers (male and female) who taught in these classes;

  3. teachers who provided informed consent to participate in the training;

  4. students who provided assent along with parental consent;

  5. 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

  6. individuals who expressed willingness to actively participate in the study.

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     Exclusion Criteria:

  1. individuals with a reported history of severe mental illness;

  2. individuals with identifiable visual, hearing, or physical impairments that could interfere with participation in the program;

  3. teachers and students from English-medium or English-version schools;

  4. individuals unwilling or unable to provide voluntary informed consent/assent or to complete the full program;

  5. those who had previously attended any emotional intelligence training program; and

  6. 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.

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Individual participant data (IPD) will not be publicly shared due to the sensitive nature of the psychological data (e.g., anxiety, depression, and wellbeing) collected from school-based participants, including minors. Ensuring confidentiality and protecting participant privacy are primary ethical priorities of this study. However, de-identified, aggregated data may be made available upon reasonable request for academic purposes, subject to ethical approval and data use agreements.