Abstract

Emotional education is essential in teacher training processes, but historically it has been neglected in the training system. The purpose of this study was to design and psychometrically validate the EEITT Scale, an instrument that assesses the perception of knowledge acquired about emotional education in student teachers and practicing teachers. A quantitative, descriptive and comparative approach was used with 548 participants, applying confirmatory factor analysis and invariance analysis to evaluate the model. Confirmatory factor analysis showed that the model fit well and had high reliability scores, which backs up the validity and internal consistency of the EEITT for measuring perceptions about emotional education training. Statistically significant differences were identified between groups, with students reporting greater social-emotional learning in the four factors evaluated. Likewise, a negative and significant effect of age on the perception of emotional education training was observed. These findings highlight the importance of emotional education in teacher training and point to the need for educational policies that integrate holistic and continuous approaches throughout the teaching career. Despite its limitations, this instrument provides relevant tools for future research and for guiding the design and improvement of teacher training practices. © 2025 by the authors.