ANALYSIS OF GENDER AND AGE DIFFERENCES IN EMOTIONAL INTELLIGENCE AND PROFESSIONAL SELF-AWARENESS IN YOUNG TEACHERS OF GENERATION “Z”
This study aims to determine how emotional intelligence differs by gender and age among young teachers of Generation Z in Uzbekistan. The study involved teachers aged 25-35. When analyzing the results, female teachers scored significantly higher than their male colleagues on the EI knowledge and empathy sub-scales. Regarding the age factor, 31–35-year-olds showed higher results in general EI levels, empathy, and creativity compared to 25–30-year-olds. Pearson’s correlation analysis found a moderately strong positive correlation between the overall EI score and creativity, high prestige, and a negative correlation with subjective control. The results justify the need for a differentiated psychological approach that takes into account gender and age characteristics in the professional training of young teachers
1. Birta-Székely N. The Importance of Professional Self-Knowledge in the Initial and In-Service Training of Teachers // The Paris Conference on Education 2023. – Paris, 2023. – P. 583–589.
2. Davydova Y.V. Gender aspect of research of emotional intelligence of teenagers // RUDN Journal of Psychology and Pedagogics. – 2010. – N. 4. – P. 113–118.
3. Goleman D. Working with Emotional Intelligence. – New York: Bantam Books, 1998.
4. Goleman D., Boyatzis R. Social intelligence and the biology of leadership // Harvard Business Review. – 2007. – Vol. 86. – N. 9. – P. 74–81.
5. Howe N., Strauss W. Millennials Rising: The Next Great Generation. – New York: Vintage Books, 2000.
6. Jamolova M. Emotsional va ijtimoiy intellektning o'qituvchilar kasbiy o'zligini anglashda roli // UzMU xabarlari. – 2025. – B. 71–73. – DOI: 10.69617/nuuz.v1i1.3.1.7053.
7. Kilybayev T. et al. Development of digital competencies of the generation of young teachers in Kazakhstan // Pedagogy and Psychology. – 2023. – T. 57. – N. 4. – P. 43–49.
8. Mikušková E. Generational Differences in Teachers' Professional Competencies // European Journal of Educational Research. – 2023. – Vol. 12. – N. 4. – P. 1657–1665. – DOI: 10.12973/eu-jer.12.4.1657.
9. Nelson D.B., Low G.R. Emotional Intelligence: Achieving Academic and Career Excellence. – Upper Saddle River: Prentice Hall, 2003.
10. Rothschadl F. Generational differences in emotional intelligence in global human resource management // World Journal of Advanced Research and Reviews. – 2025. – Vol. 26. – N. 1. – P. 3858–3868. – DOI: 10.30574/wjarr.2025.26.1.1541.
11. Salovey P., Mayer J.D. Emotional intelligence // Imagination, Cognition and Personality. – 1990. – Vol. 9. – N. 3. – P. 185– 211.
12. Sanz-Martín, D.; Caracuel-Cáliz, R.F.; Alonso-Vargas, J.M.; Ramírez-Granizo, I.A. Emotional Intelligence in Gen Z Teaching Undergraduates: The Impact of Physical Activity and Biopsychosocial Factors. Eur. J. Investig. Health Psychol. Educ. 2025, 15, 123. https://doi.org/10.3390/ejihpe15070123
13. Shanmugasundaram U., Mohamad A. Social and Emotional Competency of Beginning Teachers // Procedia – Social and Behavioral Sciences. – 2011. – Vol. 29. – P. 1788–1796. – DOI: 10.1016/j.sbspro.2011.11.426. 14. https://stat.edu.uz/ 15. https://t.me/statistika_rasmiy/5824?utm_source=in_materials
Copyright (c) 2026 «ACTA NUUz»
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
