INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025| Special Issue on  
Theatre Approach in Cultivating Emotional Intelligence of Students  
at the Institute of Teacher Education  
Nor Shuradi Nor Hashim1, Mohd Kipli Abdul Rahman2  
1Sultan Idris University of Education  
2Mara University of Technology  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0749  
Received: 05 December 2025; Accepted: 11 December 2025; Published: 20 December 2025  
ABSTRACT  
This article aims to evaluate the effectiveness of the theatre approach as a strategy for fostering emotional  
intelligence among students at the Teacher Education Institute (IPG). The study focuses on the three main  
components of emotional intelligence, namely self-awareness, empathy and social skills, as well as how theatre  
activities can support the development of these competencies. The study employs a qualitative methodology,  
specifically a case study, involving 30 second-year students from the Drama Education course. Data were  
collected through observation, semi-structured interviews, and written reflections, then analysed using thematic  
analysis methods to identify changes in students' emotions, social interactions, and reflection processes  
throughout their participation in theatre activities. The findings indicate that emotional improvisation serves as  
a mechanism for enhancing students' self-awareness and emotional regulation. Furthermore, role-playing  
activities cultivate empathy by allowing students to engage with and appreciate the perspectives of diverse  
characters. Mini-drama performances contribute to the development of social skills, emphasising the importance  
of collaboration and effective communication. Additionally, reflective discussions provide a framework for  
students to deepen their understanding of their emotional experiences in a comprehensive manner. The study  
highlights the notion that theatre transcends its traditional role as an artistic medium, functioning as a significant  
pedagogical tool for developing the emotional intelligence of teacher trainees. Consequently, it is imperative for  
the IPG curriculum to incorporate more systematic opportunities for integrating theatre as an experiential  
learning approach. This integration is essential for cultivating teachers who are not only empathetic and  
emotionally mature but also adept at managing interpersonal relationships within the educational environment.  
Keywords: Emotional Intelligence, Theatre Approach, IPG Teacher Trainer  
INTRODUCTION  
Teacher education at the Institute of Teacher Education (IPG) in Malaysia plays a crucial role in shaping  
professional educators who are not only knowledgeable in academic fields but also skilled in managing emotions  
and fostering healthy social relationships. In the 21st-century education era, emotional intelligence (EI) is  
increasingly recognized as an important ability for teachers in ensuring the effectiveness of teaching, classroom  
control, and positive interactions with students. Teachers who possess high emotional intelligence are better  
equipped to handle pressure, manage their emotions effectively, demonstrate empathy, and communicate clearly,  
thereby creating a conducive learning environment. However, the reality of teacher education in Malaysia still  
shows that the development of emotional intelligence is not given due emphasis. The curriculum in IPG remains  
more focused on academic achievement and pedagogical mastery, while aspects of emotional management and  
empathy are only briefly addressed through co-curricular programs or general courses. This situation raises the  
question of whether student teachers are truly prepared in terms of personality and emotional intelligence to  
shoulder the responsibilities of future educators. In this context, the theatre approach is an effective alternative.  
Theatre is not only an artistic medium, but also an educational space that is reflective, interactive, and directly  
experiential. Through theatre activities, students have the opportunity to experience various roles, understand  
emotional conflicts, and practice communication and collaboration skills. This article aims to examine how the  
theatre approach can be used to cultivate the emotional intelligence of IPG students by focusing on aspects of  
self-awareness, empathy, and social skills.  
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Problem Statements  
The concept of emotional intelligence has been extensively examined by scholars on a global scale, including  
Beaumont (2025), Kasper (2022), Anand (2019), and James (2019). However, within the specific context of  
prospective teachers at the Teacher Education Institute (IPG) in Malaysia, this crucial dimension remains largely  
overlooked. This article posits that the IPG curriculum prioritizes academic and pedagogical competencies over  
the essential aspects of emotional development. Consequently, many student teachers encounter significant  
challenges in regulating their emotions, managing academic stress, and engaging in effective interpersonal  
communication with peers and faculty members. This issue has been highlighted in the works of Nur Ameera  
Shauqina & Surat (2025), as well as Ali (2021) and Noraini Mohamad (2015). The need for a more balanced  
curriculum that integrates emotional intelligence training alongside academic rigor is critical to fostering the  
holistic development of future educators.  
Previous studies (Brackett & Rivers, 2014) have shown that teachers with low emotional intelligence often  
struggle to manage their emotions in the classroom, experience stress more easily, and find it challenging to  
create a positive learning environment. This lack of emotional control ultimately hinders student motivation and  
achievement. Beaumont (2025) notes that traditional methods, such as lectures and co-curricular activities, do  
not provide student teachers with opportunities to practice emotional skills in a meaningful way. As a result,  
there is a need to explore more interactive and reflective approaches. Theatre, through techniques like acting,  
improvisation, role-playing, and post-activity reflection, has the potential to address this gap. However, research  
on the effectiveness of theatre in developing emotional intelligence among IPG students in Malaysia remains  
limited. This issue indicates the need for alternative approaches that are more interactive and encourage  
reflection. Theatre, through acting, improvisation, role-playing, and reflection sessions, has the potential to be a  
method that can overcome these shortcomings. Therefore, research on the emotional intelligence of teacher  
trainees is important because it not only adds new knowledge to the field of teacher training but also helps  
institutions choose more effective approaches to support the emotional well-being of prospective educators.  
In this regard, the main objective of this article is to discuss in depth the need for the development of emotional  
intelligence among students of the Teacher Education Institute (IPG), since emotional competence is an  
important element in the teaching profession. In addition, this article also discusses how the theatre approach  
can be used as an effective pedagogical strategy to cultivate emotional intelligence through acting experiences  
and reflection. Finally, this article discusses the potential of theatre activities in increasing self-awareness,  
empathy and social skills of student teachers, which are three important components in emotional development  
and professional interaction.  
LITERATURE HIGHLIGHTS  
The Concept of Emotional Intelligence  
Emotional intelligence is defined as the ability of an individual to identify, understand, and manage their own  
and others' emotions (Kasper, 2022). Anand (2019) outlines five main components of emotional intelligence:  
self-awareness, emotional management, motivation, empathy, and social skills. In the context of education,  
teachers who have high levels of emotional intelligence are better able to manage the classroom, maintain  
positive relationships, and inspire students (Beaumont, 2025; Kasper, 2022). According to Anand (2019),  
emotional intelligence comprises not only the five fundamental components of self-awareness, emotional  
regulation, motivation, empathy, and social skills, but also the capacity to modulate emotional responses in  
relation to the social context. Anand posits that emotional intelligence functions as a regulatory mechanism,  
enabling individuals to make more rational decisions, even when confronted with emotional stress. From an  
educational standpoint, Anand (2019) contends that teachers who effectively integrate these components  
demonstrate enhanced pedagogical effectiveness, particularly in dynamic teaching and learning environments  
that necessitate continuous interaction, conflict resolution, and emotional support for students.  
Furthermore, James (2019) views emotional intelligence as a form of social literacy that requires continuous  
development through reflective experiences and interpersonal interactions. James emphasizes that teachers with  
high emotional intelligence have an advantage in reading students' nonverbal cues, identifying student stress or  
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anxiety, and adapting teaching strategies to mitigate emotional barriers that can impact learning. According to  
him, emotional intelligence in the teaching profession is not just an additional skill, but a form of core  
competency that supports teacher well-being and student academic success. From the perspective of Nur Ameera  
Shauqina & Surat (2025), emotional intelligence is viewed as a crucial component in developing the self-  
management competence of teacher trainees. They argue that a stable level of emotional intelligence helps  
teachers control spontaneous reactions, manage the stress of practicum training, and maintain healthy  
professional relationships with colleagues and mentors. Their study also demonstrates that emotional intelligence  
can be enhanced through experiential learning methods, including drama, classroom simulations, role-playing,  
and regular self-reflection activities. This highlights the need for emotional development in teacher training.  
Hence, Ali (2021) highlights emotional intelligence as a crucial psychological skill that helps teachers maintain  
emotional balance in challenging situations. He notes that teachers with poor emotional control are more  
susceptible to burnout, interpersonal conflicts, and inconsistent teaching practices. Additionally, Ali points out  
that emotional intelligence is closely linked to the ability to make ethical decisions. Uncontrolled emotional  
reactions can influence how teachers handle disciplinary issues, evaluate student performance, and address social  
challenges among students. Therefore, enhancing emotional intelligence is essential for strengthening teachers'  
professional integrity and mental resilience.  
Theatre as a Medium of Education  
Heathcote (1984) and Bolton (1992) introduced the concept of Drama in Education, which highlights theatre as  
a medium for experiential learning. Theatre provides students with opportunities to express themselves,  
understand diverse perspectives, and appreciate various human experiences. Boal (1995), through his work in  
the Theatre of the Oppressed, emphasizes that theatre serves not only as a platform for social reflection but also  
as a tool for liberation. He further explains that the Theatre of the Oppressed expands the role of theatre by  
transforming participants from passive spectators into "spect-actors." This allows them to analyze, challenge,  
and change situations of oppression. In an educational context, these concepts illustrate how theatre can be a  
vehicle for developing intellectual, emotional, and social awareness.  
This international view is reinforced by local scholars who have developed theatre as a pedagogical tool.  
Nadarajah Tambu (2017) asserts, in her study on Forum Theatre Pedagogy Generating Community Morality,  
that forum theatre has the potential to develop morality through the exploration of value conflicts, open dialogue,  
and student participation in dramatic situations that resemble social reality. Through this process, participants  
not only gain an understanding of moral issues but also learn to make decisions based on empathy and ethical  
considerations. Haneem Said (2022) study on creative drama also demonstrates that drama activities, such as  
character exploration, dramatic imagination, and structured acting, help increase students' creativity,  
selfconfidence, emotional regulation, and collaborative skills. Creative drama, she says, provides an active  
learning space that supports cognitive and affective development simultaneously.  
This finding aligns with Nor Shuradi (2024) study on environmental drama among street children, which  
demonstrates that theatre can serve as a medium of social empowerment, particularly for marginalised  
communities that require a safe space to express their life experiences. Through drama activities, participants  
can reveal trauma, build self-awareness, develop empathy and learn problem-solving strategies in a controlled  
environment. The overall findings from Heathcote (1984), Bolton (1992), Boal (1995), Nadarajah Tambu (2017),  
Haneem Said (2022), and Nor Shuradi (2024) show that theatre, as an educational medium, is holistic not just  
delivering learning content, but also shaping the emotional, social, moral, and human development of  
participants. Theatre, therefore, serves as a vehicle for self and community transformation.  
Theatre and Emotional Intelligence  
Beaumont (2025), Nur Ameera Shauqina & Surat (2025), and Ali (2021) found that students’ involvement in  
drama programs not only enhances their artistic skills but also contributes significantly to their emotional  
development. Through activities such as role-playing, improvisation, and character development, students learn  
to view the world from the perspective of others. This process naturally develops empathy, the ability to  
understand and feel the emotions of others more deeply. In addition, drama training that demands focus,  
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controlled expression, and management of stage pressure also strengthens students’ emotional control in reallife  
situations. Goldstein and Winner’s findings confirm that drama is not just a creative space, but an empirically  
proven platform for emotional development. Haneem Said (2022) and Arnard (2019) contribute to this discourse  
by positing that theatre education cultivates a reflective environment that is frequently absent in conventional  
pedagogical approaches. Participation in theatre activities compels students to interrogate issues of identity,  
values, and the internal conflicts inherent in dramatic narratives. This engagement not only enhances students'  
awareness of their own emotions and behaviors but also fosters the ability to critically evaluate their actions. As  
articulated by Heathcote (1984) and Bolton (1992), theatre functions as an educational space that integrates  
emotional expression with self-awareness, thereby rendering the learning experience more profound and  
humanistic.  
In the local context, Nadarajah Tambu (2017) study continues to demonstrate that community drama can shape  
students' personalities through collaborative experiences that prioritise the values of empathy, cooperation, and  
communication. Community drama, which often addresses real social issues, provides students with the  
opportunity to appreciate the complexities of society through a closer and more participatory perspective.  
Students not only act, but also build relationships with the community, understand social dynamics, and practice  
noble values in real-world contexts. Through this, drama builds connections between emotional experiences,  
social interactions, and personal character, thus making it an effective tool for character education.  
As a result, the findings of Goldstein & Winner, Haneem Said (2022), and Nadarajah Tambu (2017) all  
demonstrate that theatre provides an educational experience that surpasses traditional classroom learning. It  
fosters holistic development in individuals emotionally, socially, morally, and reflectively. Theatre not only  
entertains but also educates, develops, and influences people in ways that are often unattainable through  
conventional teaching methods.  
METHODOLOGY  
This study employs a qualitative case study design to examine in depth how participation in educational theatre  
activities contributes to the development of emotional intelligence among students at the Teacher Education  
Institute (IPG). The case study approach was chosen because it offers the opportunity to understand educational  
phenomena in a real context, where students' interactions, emotional experiences, and reflection processes can  
be observed holistically. As Yin (2003) emphasises, this design is particularly appropriate when research involves  
complex social processes and requires a deep understanding of the participants' perspectives.  
A total of 30 second-year students who attended the Educational Drama workshop were selected as the study  
instrument. Their selection was made purposively due to their willingness and activeness in attending the  
workshop, which was directly related to the study's objectives. These students participated in various theatre  
workshop activities designed to assess and develop aspects of emotional intelligence, including self-awareness,  
empathy, emotional control, and social relationships. Their presence in all workshop sessions allowed the  
researcher to obtain a comprehensive picture of the emotional development that occurred throughout the study  
period. This study employed three data collection instruments: classroom observations, semi-structured  
interviews, and written reflections by students. Classroom observations were conducted throughout the theatre  
session to identify behavioural changes, emotional expressions, and social interaction dynamics among students.  
Semi-structured interviews provided space for students to share their experiences, thoughts, and meanings they  
constructed as a result of participating in theatre activities. Written reflections collected each week served as  
narrative evidence that authentically depicted the emotional evolution, self-understanding, and challenges  
experienced by participants.  
An eight-week theatre programme based on activities designed to stimulate emotional development through  
dramatic experiences. Emotional improvisation activities enable students to express their feelings spontaneously  
and develop the ability to identify their own emotional nuances. Role-playing provides them with the opportunity  
to explore the perspectives of different characters, thereby fostering empathy and social understanding. Mini-  
drama performances require teamwork, communication and stress management skills, while reflective  
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discussions at the end of each session help students connect dramatic experiences with real emotional  
development. All of these activities are designed progressively to reinforce the element of experiential learning.  
The collected data were analysed using the thematic analysis method as described by Braun & Clarke (2022).  
The analysis process involved carefully reading the data, initial coding, theme formation, and refinement until  
the final findings successfully formulated clear patterns and meanings. Through this analysis, the researchers  
identified key themes related to the development of emotional intelligence, including increased selfawareness,  
progress in emotional regulation, building empathy, and strengthening social skills. The results of this analysis  
not only provide a clear picture of the impact of theatre on students' emotions, but also confirm the potential of  
theatre as an effective educational medium in the context of teacher training.  
FINDINGS AND DISCUSSION  
Emotional Improvisation Activities  
Improvisation activities were conducted to provide students with opportunities to express emotions  
spontaneously in unexpected situations. Observation results showed that students initially felt awkward and  
unsure, but after several sessions, they were increasingly able to control their emotional expressions without  
losing focus. Improvisation helped students become aware of their internal emotions, such as anger, anxiety, or  
happiness, and then practice self-control in social situations. Interviews revealed that students perceived  
improvisation as a “safe space” to test their emotional courage. This finding supports the self-awareness and  
emotional management components of Goleman (1995) model of emotional intelligence.  
Role Playing  
Role-playing provides students with the opportunity to experience different characters, such as a student with  
disciplinary problems, a strict teacher, or a caring parent. Data analysis reveals that students tend to understand  
the perspectives of others better, particularly when they are required to assume roles that conflict with their own  
personalities. Written reflections show that this experience evokes a more profound sense of empathy. This  
theatre activity suggests that role-playing is an effective strategy for honing empathy and social skills.  
Mini Drama Performance  
Students were instructed to produce mini dramas based on social issues such as bullying, exam stress, or family  
conflict. This performance not only tested acting skills but also required group cooperation in terms of  
scriptwriting, time management, and performing in front of an audience. Observations revealed that the  
minidrama performance enhanced students' interpersonal communication and conflict resolution skills. Several  
students admitted that this experience taught them to appreciate different perspectives within a team. This finding  
reinforces the social skills and collaboration component of emotional intelligence theory.  
Reflective Discussion  
After each theatre session, students are encouraged to discuss their feelings and experiences. This reflective  
discussion provides students with an opportunity to express their feelings, identify their own weaknesses, and  
learn from the experiences of their peers. The results of the analysis of written reflections show that students  
become more aware of their emotional reactions in various situations. This discussion also functions as a  
selfassessment tool that helps students structure their thinking. It is in line with the recommendations of  
Beaumont (2025), Kasper (2022), and Anand (2019) that critical reflection in theatre educates students to be  
more sensitive to feelings and human values.  
The Potential of Theatre Activities in Enhancing Self-Awareness  
Self-awareness is a fundamental component of emotional intelligence. Through emotional improvisation,  
students are exposed to spontaneous acting situations that challenge the control of self-expression. This activity  
has the potential to be a space for self-discovery, as students learn to recognise their natural reactions to various  
stimuli. Several students stated that they were only recently aware of their tendency to get agitated or nervous  
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when given sudden tasks. The potential of this activity lies in its ability to provide a safe space for students to  
try, fail, and improve themselves.  
In addition, reflective discussions after improvisation provide students with the opportunity to reevaluate their  
actions, identify weaknesses, and formulate emotional control strategies. This reflection process strengthens self-  
awareness because it combines practical experience with self-analysis. Thus, theatre is not just entertainment,  
but becomes a deep introspective vehicle for prospective teachers.  
The Potential of Theatre Activities in Developing Empathy  
Empathy is the ability to understand the feelings of others. Role-playing allows students to empathize with  
characters who are different from themselves. For instance, students who typically assume the role of "teachers"  
can be placed in the position of "problematic students," enabling them to experience the psychological stress that  
real students may face at school. The value of role-playing lies in its capacity to encourage students to see the  
world from others' perspectives.  
Additionally, performing mini-dramas that address social issues such as bullying, academic stress, or family  
conflict helps students appreciate a broader aspect of humanity. Many students have reported feeling "touched"  
when portraying the roles of bullying victims or stressed parents. The strength of these activities is in their ability  
to foster social sensitivity, which can ultimately enhance teachers’ abilities to understand the feelings of both  
students and parents.  
The Potential of Theatre Activities in Strengthening Social Skills  
Social skills encompass the ability to communicate effectively, collaborate with others, and resolve conflicts  
productively. Mini-drama staging requires students to collaborate in script writing, character allocation, time  
management, and joint rehearsals. Its potential lies in the collaborative nature of theatre that demands collective  
discipline, tolerance for differences of opinion, and a willingness to accept criticism. Students learn that the  
success of a staging depends on the cooperation of all parties, not just individual talent.  
Additionally, reflective discussions foster social skills through open communication. Students need to listen to  
their peers, express their opinions constructively, and offer emotional support to one another. The potential of  
this activity lies in creating a culture of empathetic and inclusive communication, which is crucial in the teaching  
profession.Overall, these four theatre activities complement each other in fostering emotional intelligence:  
Table 1: Theatre Activities & Emotional Intelligence Components  
From the table 1, each theatre activity plays a unique yet complementary role in fostering students' emotional  
intelligence. For instance, emotional improvisation activities allow students to express their feelings  
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spontaneously, enabling them to identify their emotions more clearly. This process not only enhances  
selfawareness but also trains students to understand how their emotions influence their thoughts and actions.  
Additionally, role-playing provides opportunities for students to explore the perspectives of different characters,  
gaining insight into conflicts and emotional backgrounds that differ from their own. This experience strengthens  
empathy, as students learn to view the world through the eyes of others. At the same time, performing a  
minidrama requires cooperation, effective communication and mutual trust within the group. The need to  
coordinate, make joint decisions and solve stage challenges collectively makes this activity an important arena  
for developing social skills. The value of togetherness and peer support that results from the process strengthens  
students' interpersonal abilities. Finally, reflective discussions serve as a bridge that unites the entire dramatic  
experience. Through discussion and self-reflection sessions, students have the opportunity to connect what they  
do, feel and learn, and evaluate how the experience has influenced their emotional development. This reflective  
process integrates self-awareness, empathy and social skills, making the entire theatre experience more  
meaningful and building emotional intelligence holistically.  
In short, the primary advantage of this approach is that it offers hands-on experience that is challenging to attain  
through conventional lectures. Theatre not only trains student teachers to manage their own emotions, but also  
educates them to become empathetic and highly socially skilled individuals, which are essential characteristics  
of a 21st-century educator.\  
Overall Discussion: Theatre Approach in Cultivating Emotional Intelligence of Teacher Education  
Institute Students  
This study demonstrates that the theatre approach employed in the Educational Drama course has significant  
potential in developing the emotional intelligence of teacher trainees at the Teacher Education Institute (IPG).  
Through a combination of improvisational activities, role-playing, mini-drama staging and reflective  
discussions, students not only learn performance techniques but also hone emotional sensitivity and social skills  
that are important in the teaching profession. In the context of teacher training, emotional intelligence is a  
fundamental skill that influences classroom management, interpersonal relationships and professional wellbeing.  
Therefore, the findings of this study emphasize that theatre is not just an artistic medium, but an effective  
pedagogical tool to shape the emotional competence of future teachers.  
Increasing Self-Awareness of Teacher Trainees  
Emotional improvisation activities have been proven to play a significant role in increasing students'  
selfawareness. Spontaneous situations that require quick responses prompt students to be aware of their own  
emotional shifts. They learn to identify feelings such as anxiety, nervousness, happiness, or tension, thus  
improving emotional regulation in unexpected situations. For a teacher, the ability to understand one's own  
emotions is crucial in avoiding impulsive responses when interacting with students. This finding supports the  
self-awareness component in Goleman's theory (1995), which is the cornerstone of professional emotional  
intelligence.  
Increasing Empathy Through Character Role-Playing  
Role-playing allows students to explore a wide range of human perspectives, including those of characters who  
face stress, injustice, or social conflict. By staging scenarios such as bullying, emotional neglect, or academic  
failure, students can engage more deeply with the experiences of others. The empathy developed through this  
process is crucial for teachers, as they need to understand the backgrounds and emotions of their students to  
provide effective learning support. This approach aligns with Goleman's (1995) concept of emotional  
intelligence, particularly the empathy component, and resonates with Boal's (1995) view that theatre serves as a  
space for critically and humanely understanding social reality.  
Strengthening Social and Collaborative Skills  
The mini-drama performance activity requires close cooperation, communication, confidence, and the ability to  
handle group conflict. Students need to negotiate, share ideas, adapt roles, and collectively solve performance  
challenges. This process improves interpersonal communication effectiveness and teamwork skills two key  
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elements of a teacher’s social intelligence. This finding reinforces the social skills component of Goleman’s  
(1995) model, demonstrating that learning through theatre provides an authentic environment for developing  
leadership skills, tolerance, and respect.  
Theatre as a Space for Personal and Social Reflection  
The reflective discussion held at the end of each session acts as an important bridge connecting all of the students’  
dramatic experiences. In this session, students re-evaluate their actions, feelings and collaborative processes, and  
relate them to real-life situations in the world of education. This reflective discussion not only enhances  
emotional awareness but also fosters the ability to evaluate social issues more maturely. This theatre activity  
aligns with Boal’s (1995) concept, which views theatre as a space for social reflection, where participants not  
only understand conflicts but also consider their solutions.  
Overall Discussion: Theatre Approach in Cultivating Emotional Intelligence of Teacher Education  
Institute Students  
This study demonstrates that the theatre approach employed in the Educational Drama course has significant  
potential in developing the emotional intelligence of teacher trainees at the Teacher Education Institute (IPG).  
Through a combination of improvisational activities, role-playing, mini-drama staging and reflective  
discussions, students not only learn performance techniques but also hone emotional sensitivity and social skills  
that are important in the teaching profession. In the context of teacher training, emotional intelligence is a  
fundamental skill that influences classroom management, interpersonal relationships and professional wellbeing.  
Therefore, the findings of this study emphasize that theatre is not just an artistic medium, but an effective  
pedagogical tool to shape the emotional competence of future teachers.  
Increasing Self-Awareness of Teacher Trainees  
Emotional improvisation activities play a significant role in enhancing students' self-awareness. When faced  
with spontaneous situations that require quick responses, students become more aware of their own emotional  
changes. They learn to identify feelings such as anxiety, nervousness, happiness, and tension, thereby improving  
their emotional regulation in unpredictable situations. For teachers, the ability to understand their own emotions  
is crucial for avoiding impulsive reactions when interacting with students. This finding supports the  
selfawareness component of Goleman's (1995) theory, which is a foundational aspect of professional emotional  
intelligence.  
Increasing Empathy Through Character Empath  
Role-playing also opens up a vast space for students to explore other human perspectives, including characters  
who experience stress, injustice, or social conflict. Through the staging of issues such as bullying, emotional  
neglect or academic failure, students are trained to experience other people's experiences more deeply. The  
empathy that develops through this process is crucial in the teaching profession, as teachers must understand the  
background and emotions of their students before they can provide adequate learning support. This aligns with  
the empathy component of Goleman's (1995) emotional intelligence and also Boal's (1995) view that theatre is  
a space for critically and humanly understanding social reality.  
Strengthening Social and Collaborative Skills  
The mini-drama performance activity requires close cooperation, communication, confidence, and the ability to  
handle group conflict. Students need to negotiate, share ideas, adapt roles, and collectively solve performance  
challenges. This process improves interpersonal communication effectiveness and teamwork skills—two key  
elements of a teacher’s social intelligence. This finding reinforces the social skills component of Goleman’s  
(1995) model, demonstrating that learning through theatre provides an authentic environment for developing  
leadership skills, tolerance, and respect.  
Theatre as a Space for Self- and Social Reflection  
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The reflective discussion conducted at the end of each session serves as an important bridge, connecting all the  
students’ dramatic experiences. In this session, students re-evaluate their actions, feelings and collaborative  
processes, and relate them to real-life situations in the educational world. These reflective discussions not only  
increase emotional awareness but also build the ability to evaluate social issues more maturely. This theatre  
approach aligns with Boal’s (1995) concept, which views theatre as a space for social reflection, where  
participants not only understand conflicts but also consider their solutions.  
CONCLUSIONS AND IMPLICATIONS  
This study demonstrates that the theatre approach has significant potential as a pedagogical strategy to promote  
emotional intelligence among students at the Teacher Education Institute (IPG). Through activities such as  
emotional improvisation, role-playing, mini-drama staging and reflective discussions, students not only acquire  
acting skills, but also experience significant emotional development. Theatre activities have been shown to help  
increase self-awareness, foster empathy, and strengthen social skills, three key components that are crucial for  
the teaching profession, especially in the context of classroom management, teacher-student relationships, and  
long-term professional well-being. From an implication point of view, this study suggests that the IPG curriculum  
should provide more systematic and comprehensive space for the use of theatre arts as an approach to developing  
the personality and emotional competence of trainee teachers. Theatre should also be considered as a reflective  
pedagogical method in teacher education courses, given its interactive, holistic, and experienceoriented nature.  
In addition, the findings of this study indicate that future teachers trained through a theatre approach have the  
potential to become more empathetic and emotionally sensitive educators, and to guide students more effectively  
in terms of learning and character development.  
For future studies, the researchers suggest that large-scale quantitative studies be conducted to measure the  
effectiveness of theatre approaches on emotional intelligence more objectively and statistically. Further studies  
could also involve comparisons between different institutions or cohorts to assess the feasibility of theatre  
approaches in various teacher training contexts. Overall, this study confirms that theatre is not only an artistic  
medium but also a valuable pedagogical tool in shaping teachers who are more cognitively, emotionally, and  
humanistic balanced.  
ACKNOWLEDGEMENT  
This research was supported by the Educational Research-Based University Grant (Geran Penyelidikan  
Universiti Berteraskan Pendidikan, GPUBP) 2019, under Research Code: 2019-0080-107-01 (Code: 20200121),  
provided by Sultan Idris Education University.  
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