Relationship among Resilience, Spiritual Intelligence, and Socio-Economic Status: A Systematic Literature Review in the Context of Teacher Trainees
Keywords:
Resilience, Spiritual Intelligence, Socio-Economic Status, Teacher Trainees, Teacher Education, Systematic Literature Review, Self-Efficacy, Positive Psychology, National Education Policy 2020Abstract
The holistic development of teacher trainees does not depend solely on academic competencies; it is also influenced by psychological and social factors such as resilience, spiritual intelligence, and socio-economic status. The present research paper aims to analyse the relationships among these three variables through a systematic literature review and to identify research trends, major findings, and research gaps on the basis of available national and international studies. The study selected research articles, books, dissertations, and policy documents published between 2000 and 2025 according to predetermined inclusion and exclusion criteria. The thematic and comparative analysis of the available literature revealed that resilience, spiritual intelligence, and socio-economic status are significant determinants of teacher trainees’ personality, mental health, self-efficacy, and professional development. The review further indicated that spiritual intelligence may function as a protective factor by strengthening resilience and reducing the negative effects of socio-economic adversity. Although sufficient research is available on each of these variables independently, empirical studies examining their combined relationships remain extremely limited, particularly in the context of Indian B.Ed. and D.El.Ed. teacher trainees. The study emphasises the need to incorporate resilience, spiritual intelligence, life skills, value-based education, and psychosocial support into teacher education programmes. It also recommends the use of structural equation modelling, longitudinal studies, and mixed-method research approaches in future investigations. In alignment with the National Education Policy 2020, the present review provides an important conceptual foundation for preparing competent, sensitive, and mentally resilient teachers.
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