Abstract

The focus of this study is the relationship between the levels of intellectual development (IQ) and emotional intelligence (EI), Extraversion-Introversion and Neuroticism-Stability (Emotional Stability-Instability) of the students of the teacher training programs. In our view, the levels of IQ and EI development, as well as Introversion-Extroversion and Emotional Stability-Instability levels are the necessary characteristics for teachers in sustainable education. The following methodologies were used in this study: Cattell’s Culture-fair Intelligence Test (CFIT-III), Ryback’s Emotional Quotient Executive Survey (EQES) and Eysenck’s Personality Inventory (EPI).Strong links between the levels of IQ and EI among the teacher training programs students were observed. Correlation between IQ and Extraversion-Introversion levels was not substantial. However, there is a substantial link between EI and Emotional Stability-Instability levels. We suggest that EI is connected to the levels of Extraversion-Introversion of the student. High EI level was observed among the emotionally stable extraverts, whereas emotionally unstable introverts had lower IQ and EI. In sustainable education, EI level development is necessary for students in the teacher training programs for their professional teaching competence advancement