Enhancing Teacher Training Through Self-Efficacy and Emotional Intelligence: A Conditional Process Model of Pre-Service Teachers' Well-Being and Academic Achievements.

The findings on the complex intersection of the variables further reported that at low, moderate, and high EI levels of the pre‐service teachers, the indirect effect of ASE in the PWB‐CGPA relationship becomes stronger, but this interaction failed to attain significance for moderated mediation.

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While the moderating role of EI may not be significant in the relationship between well‐being and academic success, it still plays a supportive role in handling stress in teacher training.

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