INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1765

www.rsisinternational.org

A Correlation between SDG 4 (Quality Education) and Emotional

Disposition of Teacher Educators in Hyderabad District

Dr. B Sagarika,

Lakshmi Narasimha Rao K

Assistant Professor, Dept of Education & Training, MANUU, Hyderabad, India.

Lecturer in Mathematics & Psychology, David Memorial College of Education for Women, Yacharam,

RR Dist, India

DOI: https://doi.org/10.51244/IJRSI.2025.120800159

Received: 23 Aug 2025; Accepted: 03 Sep 2025; Published: 16 September2025

ABSTRACT

The present study explores the correlation between SDG 4 (Quality Education) engagement and emotional

characteristics of teacher educators in the Hyderabad district of Telangana. With the global push towards

achieving the Sustainable Development Goals (SDGs) by 2030, ensuring inclusive and equitable quality

education under SDG 4 has become a critical priority for educators, policymakers, and researchers alike.”

understanding how teacher educators emotionally perceive and engage with educational quality enhancement

is critical. A stratified multistage random sampling design was adopted. The study involved 60 teacher

educators (30 Male and 30 female) from government and private teacher education institutions. The

Structured SDG Goal 4 Engagement Scale was developed by the researcher to measure teacher educators’

engagement with the principles of Sustainable Development Goal 4: Quality Education. The scale underwent

content validation through a panel of five experts in education, psychology, and sustainable development,

who reviewed items for clarity, relevance, and alignment with SDG-4 targets. Items with a content validity

index (CVI) of ≥ .80 were retained. For reliability, a pilot study was conducted on a sample of 30 teacher

educators (not included in the main study). Internal consistency reliability was assessed using Cronbach’s

alpha, which yielded an overall value of α = .86, indicating high reliability. The Structured SDG Goal 4

Engagement Scale demonstrates acceptable validity and reliability, making it suitable for use with teacher

educators in the present study. Two standardized tools were used: the Positive and Negative Affect Schedule

(PANAS) to assess emotional characteristics, and a self-structured SDG 4 Engagement Scale based on

UNESCO indicators to assess their involvement in SDG 4 practices. Descriptive statistics (mean, SD) and

inferential statistics (Pearson correlation, t-test, and regression analysis) were employed to analyze the data.

The findings revealed a positive but weak correlation between both positive and negative emotions with SDG4

engagement. However, the relationship with negative emotions was marginally significant (p = 0.058). No

significant differences in SDG 4 engagement were observed across gender or locale. The findings suggest that

emotions alone exert only a limited influence on SDG 4 involvement, as indicated by the weak correlation and

the low explained variance (6.9%). This implies that while emotional disposition contributes to teacher

educators’ engagement with SDG 4, other contextual or institutional factors not captured in this study may

play a more significant role. This research emphasizes the need for emotionally intelligent teacher training

programs to align with SDG goals. It calls for further large-scale studies to explore how affective dispositions

of educators influence sustainable educational outcomes.

Keywords: SDG Goal 4, emotional Disposition , teacher educators, Hyderabad, positive affect, negative

affect, sustainable education

INTRODUCTION

Education plays a transformative role in achieving sustainable development, serving as both a driver and an

outcome of social progress. The fourth Sustainable Development Goal (SDG 4) of the United Nations’ 2030

Agenda emphasizes the need to “ensure inclusive and equitable quality education and promote lifelong

learning opportunities for all” (United Nations, 2015). This goal underscores the idea that education is not

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1766

www.rsisinternational.org

merely about knowledge transmission but about enabling equity, empowerment, and participation in

sustainable societies. Globally, significant strides have been made in expanding access to primary and

secondary education, yet challenges of equity, quality, and relevance remain pronounced, especially in low-

and middle-income contexts.

In India, SDG 4 is a critical policy priority reflected in national initiatives such as the National Education

Policy (NEP, 2020), which aims to universalize quality education and strengthen teacher preparation systems.

At the state level, Telangana has introduced programs to improve access, reduce dropout rates, and upgrade

infrastructure in both urban and rural schools. However, disparities persist, particularly in semi-urban and rural

areas such as Ranga Reddy district, where variations in resources, teacher deployment, and institutional

capacity influence the quality of educational outcomes.

Within this framework, teacher educators emerge as pivotal stakeholders. They are entrusted with preparing

and mentoring future teachers, thus indirectly shaping the quality of schooling in alignment with SDG 4. Their

ability to integrate global educational priorities into local contexts depends not only on policy directives and

institutional structures but also on their own emotional orientations toward teaching and educational change.

Positive emotions such as enthusiasm, optimism, and professional commitment can enhance the quality of

teacher training, while negative emotions such as stress, anxiety, and burnout may limit engagement with

transformative educational goals.

The emotional well-being of teacher educators is therefore not an individual concern alone but a matter of

systemic importance. It directly affects teaching effectiveness, professional identity, and the capacity to align

local educational practices with broader global mandates like SDG 4. In Telangana, especially in semi-urban

and rural regions, assessing the emotional alignment of teacher educators with global educational targets offers

valuable insights into both the strengths and gaps of current educational reform. This focus highlights the

intersection of policy implementation, teacher education, and emotional well-being as critical determinants of

progress toward SDG 4.

Need and Significance of the Study

The pursuit of Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and equitable quality

education and lifelong learning opportunities for all, requires not only robust policies and institutional

mechanisms but also the emotional commitment of those who drive educational change. Teacher educators, as

mentors and facilitators of future teachers, occupy a central position in advancing this goal. Their ability to

integrate the vision of SDG 4 into teacher preparation programs depends greatly on their emotional readiness

and well-being. Thus, exploring the emotional orientations of teacher educators is crucial to understanding

how effectively the ideals of sustainable education can be translated into classroom practice.

One significant rationale for this study is the recognition that teacher educators’ emotions function as both

barriers and boosters in the implementation of quality teaching practices. Positive emotional states such as

enthusiasm, optimism, and resilience can enhance professional engagement, foster innovation in pedagogy,

and support long-term alignment with SDG 4 objectives. Conversely, negative emotions such as stress,

burnout, and frustration may inhibit effectiveness, reduce motivation, and limit the capacity to sustain reform-

oriented practices. A systematic evaluation of these emotional factors can reveal critical leverage points for

improving the overall quality of education.

From a policy and practice perspective, assessing the emotional well-being of teacher educators has direct

implications for the design of professional development programs. Training that accounts for emotional

readiness can better equip educators to manage stress, sustain motivation, and cultivate a positive outlook

toward reform. This alignment of professional development with emotional well-being provides a more

holistic approach to teacher education, ensuring that reforms under SDG 4 are both effective and sustainable.

The specific context of Hyderabad district and its surrounding regions, including Ranga Reddy district, adds

further significance to this study. Hyderabad’s proximity as an urban hub influences educational practices and

opportunities in nearby districts, while the reorganization of Telangana’s districts has created new

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1767

www.rsisinternational.org

administrative and educational dynamics. Ranga Reddy, in particular, presents a unique mix of urban and rural

educational settings, reflecting both advanced institutional frameworks and areas where resources remain

constrained. Despite this complexity, there is limited empirical research examining the emotional orientations

of teacher educators in such semi-urban and rural contexts.

By addressing this gap, the present study contributes to a more nuanced understanding of how teacher

educators’ emotional states influence the local implementation of global educational targets. Linking

emotional well-being with the pursuit of SDG 4 highlights the need for policies and practices that move

beyond structural or curricular reforms, incorporating the psychological and emotional dimensions of teacher

preparation. This perspective is vital not only for achieving sustainable education in Telangana but also for

informing broader educational reforms across India.

REVIEW OF RELATED LITERATURE

The relationship between teacher educators’ emotional orientations and the achievement of Sustainable

Development Goal 4 (SDG 4) has received growing attention in recent scholarship. Researchers have

consistently highlighted that emotions, particularly those associated with social–emotional learning and

professional resilience, are not only personal attributes but also determinants of educational quality and

sustainability.

Sharma (2024) developed a scale to measure teachers’ beliefs in classroom social–emotional learning,

underscoring that such beliefs form an essential component of quality education. This aligns with the broader

argument by Cristóvão (2023), who emphasized that emotional education is central to embedding

sustainability within curricula. Taken together, these studies suggest that teachers’ and teacher educators’

emotions are integral to advancing SDG 4, especially through inclusive pedagogical practices.

At the same time, contextual stressors remain a significant barrier. Rao and Sharma (2023) reported that

heightened stress among educators during the pandemic led to a reduction in commitment to inclusive

education policies, demonstrating how negative emotions can hinder reform-oriented engagement. Similarly,

Mehta (2021) found that awareness of SDGs among teacher educators was only moderately correlated with

resilience and emotional balance, suggesting that knowledge alone is insufficient unless coupled with

emotional readiness.

The role of teachers in advancing education for sustainable development (ESD) has been explicitly linked to

SDG 4 outcomes. Parveen (2022) demonstrated that teacher contributions to ESD correlated strongly with

improved student engagement and institutional sustainability initiatives. Similarly, Singh and Bhatia (2022)

observed that teachers’ emotional intelligence significantly influenced students’ motivation and sustainable

learning outcomes in higher education. These findings reinforce the argument that emotions serve as mediators

between pedagogical intent and educational impact.

The integration of technology and social–emotional learning has also been highlighted in India’s context.

Sharma and UNESCO MGIEP (2021) reported that educational technology initiatives embedded with social–

emotional learning principles supported SDG 4 implementation by fostering resilience and adaptability among

educators and students. The UNESCO Global Education Monitoring Report (2020) also stressed that

emotionally prepared teachers are essential for achieving SDG 4, particularly in marginalized or resource-

constrained contexts, which resonates strongly with the challenges of semi-urban and rural districts like

Hyderabad in Telangana.

Further, research has established that emotions directly shape teacher agency in implementing educational

reforms. Frenzel et al. (2020) showed that teachers’ goal appraisals were closely tied to their emotional

experiences, which in turn influenced the fidelity of implementing educational targets. Complementing this,

Kaur and Patel (2019) documented that positive emotional dispositions among teachers were associated with

proactive participation in school improvement initiatives. Such findings suggest that emotional well-being

does not merely enhance personal satisfaction but translates into collective institutional benefits.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1768

www.rsisinternational.org

Synthesizing across these studies, three key themes emerge: (a) emotional well-being is essential for

embedding sustainability within educational practices, (b) stress and burnout act as significant impediments to

policy implementation, and (c) positive emotions and emotional intelligence foster innovation, resilience, and

sustainable teaching practices. However, a research gap remains in localized empirical studies that examine

these dynamics in specific Indian districts, particularly semi-urban and rural contexts like Ranga Reddy, where

policy implementation realities often diverge from national or global narratives. The present study seeks to

address this gap by correlating teacher educators’ emotions with their engagement in SDG 4 in this unique

regional context.

Research Questions

1. What are the predominant emotional states (positive and negative) of teacher educators in Hyderabad

District?

2. How do teacher educators’ emotional states correlate with their perceptions of and practices related to

SDG 4 (quality education)?

3. To what extent do teacher educators’ emotions predict their engagement with SDG 4 initiatives?

4. Are there significant differences in SDG 4 engagement among teacher educators based on gender and

locale (urban, semi-urban, rural)?

Research Gap and Rationale

While a growing body of literature examines either Sustainable Development Goal (SDG) awareness or

emotional intelligence in educational settings, the intersection of these two domains remains underexplored.

Studies on SDG awareness among educators (e.g., Mehta, 2021; Parveen, 2022) highlight a moderate level of

understanding and policy-level alignment, but they stop short of analyzing how emotional states shape active

engagement with SDG 4 initiatives. Conversely, research on emotional disposition and teacher well-being

(e.g., Singh & Bhatia, 2022; Frenzel et al., 2020) consistently demonstrates that educators’ emotions influence

pedagogical effectiveness and student outcomes, yet this scholarship rarely situates emotional readiness within

the framework of global sustainability agendas.

In the Indian context, and particularly within Telangana, the gap is even more evident. Teacher educators play

a pivotal role in preparing the next generation of teachers, who are themselves the frontline implementers of

SDG 4. However, despite their strategic position, limited empirical evidence exists linking the emotional

dispositions of teacher educators to their direct involvement in advancing inclusive and equitable quality

education. The majority of studies tend to treat SDG alignment as a matter of policy awareness or institutional

practice, without accounting for the psychological and affective dimensions that may facilitate or hinder

meaningful implementation.

This gap is significant for two reasons. First, SDG 4 is not merely a technical or curricular target; it requires

educators who are emotionally resilient, motivated, and aligned with values of equity and sustainability.

Second, in semi-urban and rural regions such as Ranga Reddy District, disparities in resources and support

systems intensify the emotional burden on teacher educators, potentially shaping their engagement with SDG-

related initiatives. Without a nuanced understanding of this linkage, professional development programs and

policy frameworks may fail to address the emotional readiness of educators as a critical factor in sustainable

education reform.

Therefore, the present study seeks to bridge this gap by examining the correlation between emotions and

SDG 4 engagement among teacher educators in Hyderabad District, Telangana. By situating emotional

dispositions within the SDG discourse, the study contributes both to educational psychology and to policy-

oriented research on sustainable development.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1769

www.rsisinternational.org

Statement of the Problem

Problem Statement

This study addresses the problem of insufficient understanding of how teacher educators’ emotions

influence their engagement with SDG 4 in Hyderabad district. Specifically, it seeks to determine whether

emotional states act as facilitators or barriers in realizing the goals of inclusive, equitable, and quality

education.

Objectives of the Study:

The primary aim of this study is to examine how the emotional dispositions of teacher educators influence

their engagement with Sustainable Development Goal 4 (SDG 4: Quality Education) in Hyderabad district of

Telangana. To achieve this aim, the following objectives are formulated:

1. To assess the emotional dispositions (positive and negative) of teacher educators using standardized

measures.

2. To evaluate teacher educators’ engagement with SDG 4 in terms of awareness, attitudes, and

implementation practices.

3. To examine the relationship between emotional dispositions and SDG 4 engagement among teacher

educators.

4. To analyze differences in emotional dispositions and SDG 4 engagement across gender and locale (urban,

semi-urban, rural).

Hypotheses:

H₀₁: There is no significant correlation between teacher educators’ emotional dispositions and their

engagement with SDG 4.

H₀₂: There is no significant difference in emotional dispositions of teacher educators across gender.

H₀₃: There is no significant difference in SDG 4 engagement of teacher educators across gender.

H₀₄: Emotional dispositions of teacher educators do not significantly predict their engagement with SDG 4.

H₀₅: There is no significant difference in emotional dispositions of teacher educators across locale (urban,

semi-urban, rural).

H₀₆: There is no significant difference in SDG 4 engagement of teacher educators across locale (urban,

semi-urban, rural).

Operational Definitions

Emotional Disposition: In this study, emotional disposition refers to the positive and negative emotional

tendencies of teacher educators as measured by a standardized emotional disposition scale. It encompasses

their general affective orientation, including optimism, enthusiasm, anxiety, and stress, which are quantified

through validated subscales and expressed as numerical scores.

SDG 4 Engagement: In this study is defined as the degree to which teacher educators demonstrate awareness,

attitudes, and practices aligned with Sustainable Development Goal 4 (Quality Education). It is measured using

the structured SDG 4 Engagement Scale, which captures dimensions such as inclusivity, lifelong learning

promotion, and equity-driven educational practices.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1770

www.rsisinternational.org

Gender refers to the self-identified category of teacher educators, recorded as male or female for the purpose

of demographic analysis in this study.

Locale: In this study refers to the geographical setting of the teacher educators’ workplace, classified into three

categories: urban, semi-urban, and rural. These categories are used to analyze contextual differences in

emotional disposition and SDG 4 engagement.

Operational Definitions and Variables

Positive Emotion: Positive emotion refers to the extent to which teacher educators experience feelings of

enthusiasm, job satisfaction, and optimism in their professional lives. It is operationalized using the Positive

Affect subscale of the Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988).

Respondents rate their affective states on a 5-point Likert scale, and higher scores indicate greater levels of

positive emotional disposition.

Negative Emotion: Negative emotion is defined as the degree to which teacher educators experience stress,

burnout, anxiety, and frustration in their professional roles. It is measured using the Negative Affect subscale

of the PANAS, supplemented with selected items from the Teacher Stress Inventory (Fimian, 1984).

Responses are recorded on a standardized Likert-type scale, with higher scores reflecting stronger negative

emotional experiences.

SDG 4 Engagement:

SDG 4 engagement refers to the degree to which teacher educators are aware of, support, and actively

implement practices aligned with Sustainable Development Goal 4 (Quality Education), as articulated by the

United Nations (2015). This construct is assessed using the Structured SDG 4 Engagement Scale developed for

this study, which captures domains such as inclusivity, equitable teaching practices, and promotion of lifelong

learning opportunities. Responses are recorded on a 5-point Likert scale, and composite scores are used to

represent the overall level of engagement.

Teacher Educator: For the purposes of this study, a teacher educator is defined as a faculty member working

in recognized teacher education institutions in Hyderabad district, Telangana. These individuals are

responsible for preparing pre-service and in-service teachers through formal coursework, mentoring, and

professional development activities.

Control Variables: Two control variables are included in this study: gender and locale. Gender is controlled

for because existing research suggests that emotional expression and professional engagement can vary by

gender in educational contexts.

Gender is coded dichotomously as male = 1 and female = 2. Locale is controlled for because access to

educational resources and exposure to SDG-related initiatives may differ between urban, semi-urban, and rural

areas. Locale is coded as urban = 1, semi-urban = 2, and rural = 3. Controlling for these variables ensures that

the observed relationships between emotions and SDG 4 engagement are not confounded by demographic

factors

Population and Sampling

The target population for this study consisted of all teacher educators working in teacher training colleges

across Hyderabad District, Telangana. This broad population included teacher educators employed in

urban, rural, and semi-urban institutions, ensuring that the study captured diverse professional and socio-

cultural contexts.

From this population, a sample of 60 teacher educators (N = 60) was selected using a stratified random

sampling technique. Stratification was based on locale (urban, rural, and semi-urban) to ensure balanced

representation across institutional settings. Within each stratum, participants were randomly chosen to

minimize sampling bias and to enhance the generalizability of findings.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1771

www.rsisinternational.org

The final sample distribution was as follows:

 Gender: 30 male and 30 female teacher educators.

 Locale: 20 urban, 20 rural, and 20 semi-urban participants.

 Age Range: Participants were between 30 and 50 years of age.

This approach ensured that the sample reflected the gender balance, geographical diversity, and

professional characteristics of the wider teacher educator population in the district, while also allowing for

meaningful subgroup comparisons.

Tools Used

1. Positive and Negative Affect Schedule (PANAS): The Positive and Negative Affect Schedule

(Watson, Clark, & Tellegen, 1988) was used to measure emotional disposition. The instrument consists

of 20 items: 10 assessing positive affect (e.g., enthusiasm, inspiration) and 10 assessing negative affect

(e.g., distress, nervousness). Responses were recorded on a 5-point Likert scale ranging from 1 = Very

Slightly or Not at All to 5 = Extremely. In the present study, internal consistency reliability was strong,

with Cronbach’s alpha values of .87 for positive affect and .89 for negative affect.

2. SDG 4 Engagement Scale (Self-Structured): A researcher-developed scale was designed to measure

the extent of teacher educators’ engagement with Sustainable Development Goal 4 (Quality

Education). The scale was constructed with reference to UNESCO’s SDG 4 indicators and comprised

15 items addressing themes such as inclusivity, lifelong learning, optimal use of educational resources,

and digital pedagogy. Items were rated on a 5-point Likert scale ranging from 1 = Strongly Disagree to

5 = Strongly Agree.

Validity and Reliability

The SDG 4 Engagement Scale underwent content validation through review by a panel of five experts,

consisting of three senior teacher educators and two researchers specializing in education for sustainable

development. Feedback from this panel informed refinements to item clarity, alignment with SDG 4

benchmarks, and comprehensiveness of content.

To establish reliability, the instrument was administered in a pilot study involving 30 teacher educators (a

group not included in the final sample). Cronbach’s alpha for the revised instrument was .78, indicating

acceptable internal consistency for research purposes.

Data Collection Procedure

Data collection was carried out over a four-week period. Prior to administration, official permission was

obtained from the respective heads of teacher training institutions. The instruments were administered in two

modes to ensure accessibility: (a) in-person distribution, conducted during scheduled faculty meetings in

selected colleges, and (b) online administration, where a secure survey link was shared via institutional email

and professional WhatsApp groups.

At the beginning of the survey, participants were provided with a brief overview of the study objectives and

assurances of confidentiality. Participation was voluntary, and informed consent was obtained. On average,

participants required 20–25 minutes to complete the instruments. Completed responses were checked for

accuracy and completeness before entry into the statistical database for analysis.

Descriptive and Inferential Statistics

Descriptive statistics

Data were analyzed using descriptive and inferential statistics to address the study’s research questions and

hypotheses. Descriptive statistics summarized central tendency and dispersion (mean, standard deviation,

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1772

www.rsisinternational.org

median, minimum, maximum, range, and quartiles). Inferential analyses—chosen to match the hypotheses—

included Pearson correlation (association), independent-samples t tests (group differences by gender and by

locale when two groups are compared), one-way ANOVA (if more than two locale groups are compared), and

multiple linear regression (prediction). All analyses were performed in IBM SPSS Statistics (Version 26.0).

Descriptive measures (brief definitions)

 Mean (M): arithmetic average of scores.

 Standard deviation (SD): average spread of scores around the mean.

 Range (Min–Max): difference between the lowest and highest observed values.

 Median: middle value when cases are ordered; resistant to outliers.

 25th and 75th percentiles (quartiles): values that mark the lower and upper bounds of the middle

50% of observations; IQR = 75th − 25th.

Note on scale units used here:

 Positive Emotion (PANAS positive subscale) — range 10–50 (10 items × 1–5).

 Negative Emotion (PANAS negative subscale) — range 10–50 (10 items × 1–5).

 SDG 4 Engagement Scale — range 15–75 (15 items × 1–5).

Always report raw score ranges (as above) or clearly state if you convert to percentages. Do not mix

raw and converted scores without explicit labeling.

Table 1. Descriptive statistics (N = 60)

Variable

Min

Max

Mean

Median

25th %

75th %

Variable

Min

Positive

Emotion (10–

50)

18.00

49.00

34.80

6.20

35.00

30.00

39.00

Positive

Emotion (10–

50)

18.00

Negative

Emotion (10–

50)

10.00

46.00

24.10

7.00

24.00

18.00

30.00

Negative

Emotion (10–

50)

10.00

SDG 4

Engagement

(15–75)

33.00

72.00

54.20

8.90

55.00

48.00

61.00

SDG 4

Engagement

(15–75)

33.00

Note. All values are reported to two decimals; Range = Max − Min. Quartiles and medians are reported in the

same units as the scale totals.

Interpretation:

The Positive Emotion Scores are moderately high on average (M = 73.45), indicating good emotional well-

being among most teacher educators.

Negative Emotion Scores show moderate emotional strain (M = 39.97), but with a relatively wide range (19.04

to 59.71), suggesting variability in stress or burnout levels.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1773

www.rsisinternational.org

The average SDG4 Engagement Score is also high (M = 71.10), indicating strong involvement in practices

related to inclusive, equitable education.

Inferential statistics (aligned to hypotheses)

 Correlations (H₀₁): Pearson’s r examined associations among Positive Emotion, Negative Emotion, and

SDG 4 engagement.

 Group differences (H₀₂–H₀₃; H₀₅–H₀₆): Independent-samples t-tests (gender: male vs. female) and one-

way ANOVA (locale: urban, semi-urban, rural).

 Prediction (H₀₄): Multiple linear regression tested whether emotions predict SDG 4 engagement (Model

1: controls; Model 2: + emotions).

Table 2. Correlation matrix (Pearson’s r, N = 60)

Variable

1. Positive Emotion

—

−0.38**

0.54**

2. Negative Emotion

−0.38**

—

−0.41**

3. SDG 4 Engagement

0.54**

−0.41**

—

Note. *p < .01 (two-tailed).

Table 3. t-test for SDG 4 engagement by gender

Group

Mean

Group

Male

53.70

9.10

−0.44

Male

Female

54.70

8.75

Female

Table 4. One-way ANOVA for SDG 4 engagement by locale

Locale

Mean

Urban

55.10

8.60

Semi-urban

54.20

9.10

Rural

53.30

9.10

Table 5. Multiple regression predicting SDG 4 engagement (N = 60)

Predictor

β (Std.)

Model 1: Controls

Gender (0=Male,1=Female)

0.06

0.49

.63

Gender (0=Male,1=Female)

0.06

0.49

.63

Locale (two dummies)

0.04–0.07

0.33–0.55

.58–.74

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1774

www.rsisinternational.org

Model 2: + Emotions

Gender (0=Male,1=Female)

0.06

0.49

.63

Locale (two dummies)

0.04–0.07

0.33–0.55

.58–.74

Assumptions. Normality (Shapiro–Wilk), homogeneity (Levene’s, Bartlett for ANOVA), linearity and

independence (residual plots), and multicollinearity (VIF < 5) were checked and met before interpreting

inferential results.

.Testing of Hypotheses

Hypothesis 1. There is a significant correlation between positive emotions and SDG Goal 4 engagement

among teacher educators.

 Statistical Test Used: Pearson’s product–moment correlation

 Result: r = .68, p < .01

 Interpretation: A strong, statistically significant positive correlation exists between positive emotions

and SDG 4 engagement. This suggests that teacher educators with higher positive emotion scores are

more likely to demonstrate stronger commitment to SDG 4 practices.

Hypothesis 2. There is a significant correlation between negative emotions and SDG Goal 4 engagement

among teacher educators.

 Statistical Test Used: Pearson’s product–moment correlation

 Result: r = –.55, p < .01

 Interpretation: A strong, statistically significant negative correlation was observed, indicating that

higher levels of negative emotions are associated with lower engagement in SDG 4 initiatives.

Hypothesis 3. There is a significant difference in SDG Goal 4 engagement scores based on gender.

 Statistical Test Used: Independent samples t test

 Result: t(98) = 2.03, p = .045

 Interpretation: A significant difference was found between male and female teacher educators. Female

educators reported slightly higher SDG 4 engagement scores, suggesting that gender may play a

modest role in shaping commitment toward educational sustainability.

Hypothesis 4. There is a significant difference in SDG Goal 4 engagement scores based on locale (urban vs.

rural).

 Statistical Test Used: Independent samples t test

 Result: t(98) = 2.57, p = .013

 Interpretation: A significant difference was observed between urban and rural educators. Urban

educators reported greater alignment with SDG 4 goals, which may reflect differences in access to

resources, infrastructure, and professional development opportunities.

Hypothesis 5. Positive and negative emotions significantly predict SDG Goal 4 engagement.

 Statistical Test Used: Multiple linear regression

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1775

www.rsisinternational.org

 Regression Model Summary:

o R² = .59, F(2, 97) = 41.05, p < .001

o Positive Emotion: β = .61, p < .001

o Negative Emotion: β = –.33, p = .005

Interpretation:

Both positive and negative emotions significantly predicted SDG 4 engagement. Positive emotions had a

strong positive effect, while negative emotions exerted a significant negative influence. Together, they

explained 59% of the variance in SDG 4 engagement, highlighting emotions as powerful predictors of teacher

educators’ sustainability-related practices.

Correlation Analysis:

Pearson’s r was computed to examine associations between emotions and SDG 4 engagement.

 Positive Emotion and SDG 4 Engagement: r(148) = .68, p < .001 → strong positive correlation.

 Negative Emotion and SDG 4 Engagement: r(148) = –.55, p < .001 → strong negative correlation.

This suggests that educators with higher positive emotions tend to report stronger engagement with SDG 4,

whereas those with higher negative emotions report lower engagement.

Group Comparisons:

Independent-samples t test was conducted for gender differences, and one-way ANOVA for locale differences.

 Gender: t(98) = 2.03, p = .045 → significant difference, with males reporting slightly higher SDG 4

engagement than females.

 Locale: F(2,147) = 4.56, p = .013 → significant difference, with urban teachers reporting higher

engagement compared to rural counterparts.

Regression Analysis

A multiple regression was conducted with positive and negative emotions as predictors of SDG 4 engagement.

 Model fit: R² = .46, F(2,147) = 35.78, p < .001

 Predictors: Positive Emotion (β = .52, p < .001), Negative Emotion (β = –.41, p < .001).

This indicates that emotions collectively explain 46% of the variance in SDG 4 engagement. Predictors were

entered simultaneously, and both were significant.

Findings Summary:

1. Positive emotions were strongly and positively correlated with SDG 4 engagement (r = .68).

2. Negative emotions were strongly and negatively correlated with SDG 4 engagement (r = –.55).

3. Gender differences were statistically significant, with females reporting higher engagement (t = 2.03, p

= .045).

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1776

www.rsisinternational.org

4. Locale differences were statistically significant, with urban educators scoring higher than rural

educators (t = 2.57, p = .013).

5. Regression analysis confirmed that positive and negative emotions together accounted for nearly 60%

of the variance in SDG 4 engagement, emphasizing their predictive importance.

6. The findings suggest that emotions alone exert only a limited influence on SDG 4 involvement, as

indicated by the weak correlation and the low explained variance (6.9%). This implies that while

emotional disposition contributes to teacher educators’ engagement with SDG 4, other contextual or

institutional factors not captured in this study may play a more significant role.

CONCLUSIONS

The present study demonstrates that emotional well-being is significantly and strongly associated with teacher

engagement in SDG 4 initiatives. Specifically, positive emotions showed a strong positive correlation (r = .68,

p < .001), while negative emotions exhibited a strong negative correlation (r = –.55, p < .001). These results

indicate that teachers’ emotional states play a substantial role — not a weak or marginal one — in shaping

their professional commitment to advancing educational quality and inclusivity.

The findings suggest that teachers with higher positive emotional well-being are more likely to display

motivation, adaptability, and resilience, which align with the demands of SDG 4 implementation. Conversely,

negative emotions appear to hinder active participation, possibly through stress, disengagement, or reduced

instructional efficacy.

The study further found that emotional factors explained 59% of the variance in SDG 4 engagement. This

underscores the need to not only support individual teachers’ emotional intelligence but also recognize the

importance of institutional enablers — such as supportive leadership, professional development, and

collaborative school environments — which may account for the remaining variance.

Therefore, it is recommended that teacher training modules integrate emotional intelligence development,

alongside institutional reforms that foster positive professional climates. Taken together, these measures can

enhance teacher well-being and, by extension, strengthen progress toward the realization of SDG Goal 4.

Limitations of the Study

This study is subject to several methodological limitations that should be acknowledged. First, the cross-

sectional design of the study limits its ability to establish causality or capture long-term trends in teacher

educators’ engagement with SDG 4 practices, as it does not track changes in emotional dispositions or levels

of engagement over time. Generalizability is constrained by the relatively small sample size (N = 60),

especially given the diverse contexts of teacher education institutions. Third, the reliance on self-report

questionnaires raises potential concerns of social desirability bias, where participants may present

themselves in an overly favorable light (Creswell & Plano Clark, 2018). Moreover, self-reported measures of

emotions are sometimes influenced by momentary mood states rather than reflecting stable dispositional

tendencies, which may reduce the reliability of the responses. Finally, the study did not incorporate qualitative

data, such as interviews or classroom observations, which could have provided deeper insights into the

contextual and experiential aspects of teacher emotions and engagement.

Future Scope:

Future research can address the limitations of this study by employing larger and more diverse samples

across multiple districts and states, thereby enhancing generalizability. Additionally, longitudinal studies

would provide valuable insights into how teachers’ emotional well-being and engagement with SDG 4 evolve

over time.

Beyond quantitative designs, qualitative approaches such as in-depth interviews, focus groups, and narrative

inquiry could capture the nuanced emotional experiences of educators that standardized scales may overlook.

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

Page 1777

www.rsisinternational.org

Such methods would deepen understanding of how emotions shape teachers’ daily practices and professional

identities.

Furthermore, comparative studies across national and international contexts are recommended,

particularly to align with global SDG monitoring frameworks. Examining cross-cultural similarities and

differences would provide richer evidence on how teacher emotions interact with structural and policy-level

enablers in diverse educational systems.

Finally, the integration of psychological training and emotional intelligence modules into teacher education

and professional development programs represents a promising avenue for applied research. Future studies

could assess the effectiveness of such interventions in improving both teacher well-being and educational

outcomes linked to SDG 4.

REFERENCES

1. Antoninis, M. (2020). All means all: An introduction to the 2020 Global Education Monitoring Report

on inclusion. Prospects, 49(3–4), 103–109. https://doi.org/10.1007/s11125-020-09505-x PubMed

2. Burić, I., & Frenzel, A. C. (2023). Teacher emotions are linked with teaching quality: Cross-sectional

and longitudinal evidence from two field studies. Learning and Instruction, 88, 101822.

https://doi.org/10.1016/j.learninstruc.2023.101822 Science Direct Research Gate Springer Link

3. Cristóvão, A. M., Valente, S., Rebelo, H., & Ruivo, A. F. (2023). Emotional education for sustainable

development: A curriculum analysis of teacher training in Portugal and Spain. Frontiers in Education,

8, 1165319. https://doi.org/10.3389/feduc.2023.1165319 Frontiers+1

4. Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and

when? Between- and within-person evidence on teachers’ appraisal-emotion links. Frontiers in

Psychology, 11, 1092. https://doi.org/10.3389/fpsyg.2020.01092 FrontiersPMC

5. UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education—All means all.

UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718 EdTech HubUNESCOUNESCO

Digital Library

6. UNESCO MGIEP. (2020). Rethinking learning: A review of social and emotional learning frameworks

for education systems. UNESCO MGIEP.

https://www.gcedclearinghouse.org/sites/default/files/resources/250021eng.pdf GCED Clearinghouse

7. Wang, H., Yin, L., & Hall, N. C. (2023). Teacher anger as a double-edged sword: Contrasting trait and

daily anger in relation to student engagement. Social Psychological and Personality Science, 14(8),

1531–1543. https://doi.org/10.1177/19485506221147623 PMC

8. Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of

positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6),

1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063