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Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2019: 6.251, www.srjis.com PEER REVIEWED & REFERRED JOURNAL, OCT-NOV, 2019, VOL- 7/36

A STUDY OF EMOTIONAL INTELLIGENCE OF CENTRAL SCHOOL TEACHERS OF MYSORE DISTRICT Chetankumar, D1 & Nagappa P. Shahapur2, Ph. D. 1

Research Scholar, Post-Graduate Department of Studies in Education, Kamatak University,

Dharwad-580 001 (Kamataka) 2

Professor and Chairman, Post-Graduate Department

of Studies in Education, Dean,

Faculty of Education, Kamatak University, Dharwad-580 001 (Karnataka) Scholarly Research Journal's is licensed Based on a work at www.srjis.com

Emotions: Concept In recent

years

research.

emotion has become one of the dominant areas

Its study definitely

marks

of psychological

another revolution after the great

cognitive

revolution. The study of emotion has grown in many directions and involves scholars from different backgrounds anthropology.

ranging from neurosciences through

It is a fascinating area

of study

psychology to

related to everyday life and

it has

occupied interdisciplinary place in research. Emotions

are human

on around

them.

beings warning systems that alert them to what is really going

Emotions have long been considered to be of such

depth

and

power that in Latin, for example, they were described as "Motus anima' meaning literally the 'spirit that moves us'; emotions differ from feelings in the sense feeling

is the response part

includes the situation,

of the emotion. Emotion

that

is an umbrella term which

the interpretation of the situation and the response related to

the interpretation of the situation. Daniel

Goleman

(1998) defines

Emotional Intelligence

as "the capacity for

recognizing our own feelings and those of others, for motivating ourselves, and managing emotions Emotional

well in ourselves

Intelligence

academic

describes

and

abilities

intelligence or the purely

in our relationship's. from,

but

complementary

cognitive capacities

Intelligence Quotient.

to,

measured

for

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

9588

Maclhumati Singh (2006) defines Emotional Intelligence as the ability and freedom to grow from mistrust

to trust, self-doubt to self-empowerment, following

incompetence to competence, Emotional

to leading,

isolation to synergy and despair to hope.

intelligence in the

Indian

context

includes

social

concerns like

respecting elders, concern for others, fulfilling one's duties. In addition to these, moral

values

of Ahimsa

(non-violence)

kindness, benevolence provide the very

basis for emotional expression and responsivity. individual deals the notion

with

situations

- emotional,

of Emotional Intelligence

emotions differently.

Regulation

the

and

social

that

of emotions

These are built

in ways

or otherwise, are basic to

is why individuals

approach

too is directed inwards. Individuals

attempt to change their behaviour and attempt to adapt to the environment.

In this

way, the need of others takes prominence over personal, social and environmental values. The educational system and programs must make efforts for training the emotions of both

the students and

teachers

potential among them. Then understanding,

and

developing proper emotional intelligence

it will surely

help in bringing mutual emotional

empathy, accompanied with the right actions

and behaviour on

the part of the students and teachers to lead a better life in peace and cooperation. Need and Significance of the Present Study There has been a tremendous change and transformation in the world scenario more so with the educational taken a

new

Globalization

dimension

The concepts of education and the

and Corporatization

across, with their only when

scenario.

context. Liberalization, Privatization,

have been the slogans

own force and

it addresses

present

pedagogy have

pressure. Therefore

aptly the current needs,

of modern times

all

education gains relevance

with its updated values

and

techniques. Though

there

are a considerable

number

of psychometrically

valid instruments

of measuring emotional intelligence, both in India and abroad, no tempt made

by psychologists

(to the best knowledge

has

been

of the investigator) to develop

Emotional Intelligence Scale suitable for Teachers. So, the investigator felt a need to develop an emotional intelligence scale which would help in measuring the level of Emotional quotient

of teachers.

Doing so, investigator believes,

others may be

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

9589

initiated to think of developing Emotional Intelligence measures which would clearly describe the construct of Emotional Intelligence. Review of Previous Studies The following studies highlight the importance of emotional

intelligence in workplace

and in life. Importance

of emotional intelligence in various walks

extensively by many researchers historically

had

and

taken a back

they

seat

have

of life have been studied

opined that,

to cognition,

though emotion

it is gaining tremendous

recognition today because emotional intelligence is said to predict success personal

and

students

life.

Earlier

philosophers

and scientists had relied on

and glorified analytical intelligence throughout much of western history. time emotion

in both

At the same

has been regarded as an inferior, often disruptive element of human

nature (Russel and Lemay 2000). Kaplan (2003) evaluated the effects of a psycho-educational

training programme on

the development

of emotional intelligence in preschool and elementary

and

Findings

caregivers.

suggest

that,

educators

though participants' EI appeared weak pre-

programme, it improved significantly postâ€˘ training, as did their implementation of the Peaceable Classroom programme with children. Tyagi (2003) conducted

a study on emotional intelligence of secondary teachers in

relation to gender and age and found that the level of emotional intelligence secondary teachers in extremely low. The study also revealed that there lack of emotional gratification,

competencies

such

communication of emotions

tackle frustrations,

and interâ€˘ personal

was a total to delay

relationships.

concluded that male and female teachers do not differ in respect of their level of emotional

intelligence.

From the review of related literature, it is found that there were hardly few studies conducted in the area of emotional intelligence and that too with higher secondary school teachers. As the concept of emotional intelligence is newly picked up in the area of education in India, since past studies. nature

Many

studies

one decade,

conducted

there are

very

less

number

emotional intelligence are theoretical

and a very few are empirical. As it is a budding concept, a number

emotional intelligence with relevance to teacher effectiveness are rarely found. This shows that the role of emotional intelligence in teaching profession needs Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

to be

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

studied

in detail. Thus, the present

9590

study is a simple attempt towards filling up this

research gap. Objectives of the Study Objectives of the study are as follows: 1.

To study whether there is a significant difference between teachers of central

government respect

secondary schools

science

and languages

with

to respect to emotional intelligence and its dimensions

i.e., (Self-awareness, 2.

teaching arts,

Self-regulation,

To study whether there

Motivation, Empathy and Social skills).

is a significant

experienced teachers of central government to emotional intelligence Motivation,

between

beginners and

secondary schools with respect to respect

and its dimensions

Empathy and

difference

i.e., (Self-awareness,

Self-regulation,

Social skills).

Research Design The present

study is Descriptive Survey Method design. In the study, the investigator

was used Emotional Intelligence Scale

developed by the researcher. The research

design specifies the questions to be investigated, the process methods

procedure

sample

selection,

followed, measurements to be obtained and

comparison and other analyses to be made. Hypotheses

the

Study:

pursuance

of above

stated

objectives

the

following hypotheses were formulated. 1.

Hypothesis: There

is no significant difference between

government secondary schools

teaching

arts,

teachers of central

science and languages with respect

to respect to emotional intelligence and its dimensions i.e., (Self-awareness, Selfregulation, 2.

Motivation,

Hypothesis:

experienced

Empathy and Social skills).

There

teachers

is no significant

of central

government

difference between secondary

beginners

schools with respect to

respect to emotional intelligence and its dimensions i.e., (Self-awareness, regulation,

Motivation,

and

Self-

Empathy and Social skills).

Tool Used The following tools were used for collection of data. Emotional Intelligence Scale - This scale is constructed and Developed by the Investigator

using

steps of standardization

and

scale

comprising

statements of negatively and positively. These are scored by 5, 4, 3, 2, 1 and Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

9591

2, 3, 4, and 5 negatively. Cronabach Alpha of the scale is 0.8563 and Split Half

method is 0.7812

which

are found

dimensions such as self-awareness,

to be highly self-regulation,

significant.

It consists of five

motivation, empathy and social

skills which are all significant related to each other at 0.01 level of significance. Sample for the Study The present

study involves 150 teachers who are working in he Central Government

schools located

in and city of Mysore district place of using stratified random

sampling technique. Data Collection Data

were collected

visited

from secondary

the secondary schools

located

school

teachers. The investigator personally

in Mysore

district

and

with the prior

permission of the higher authorities administered the tools to 150 teachers. A clear cut instruction was given to fill up the scale. The collected data

were pooled

for

statistical analysis. Statistical Techniques To know

the

significant

difference

between Central

school teachers teaching Arts, Science and Intelligence

the

following

statistical

Government secondary

Languages with respect to

technique

such

Emotional

as Differential analysis, 't'

test and graphical representation. Limitation of the Study 1. The present study

is restricted to areas

the Emotional Intelligence

of Central

Government secondary school teachers who are teaching Arts, Science and Language subjects

only.

2. The present study is restricted to Mysore district and English medium schools only. Data Analysis and Results

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

9592

Table-1: Results of ANOVAtest between Teachers of Central Government Secondary Schools Teaching Arts, Science and Languages with Respect to Emotional Intelligence and its Dimensions

Variables

Summe

Arts

Sci enc

Langua

F-value

P-value

245.24

263.36

9.1193

0.0001

5.7176

0.0037

6.5735

0.0016

12.8478

0.0001

Signi. rv

Emotional

ges

Mean

235.40

<0.05, s intelligence

Self-

56.22

Mean

<0.05,

45.92

33.69

33.86

34.95

37.20

awareness

Self-

8.61 Mean

6.94

36.84

6.28

38.42

41.19

<0.05, s regulation

10.00

10.84

Empathy

9.03

8.81

6.05

7.69

Mean

57.07

59.15

65.52

<0.05, s

Social skills

14.50

12.1

8.94

Mea SD n

66.67 15.29

112.8 69.5 9

74.2 9.98 0

s 8.419

0.000

<0.

05,

teaching

Arts,

The results

9 of the above table, it clearly shows that the following:

â€˘

teachers

The

Science

of Central

and Languages subjects

intelligence

(F=9.1193,

p<0.05)

hypothesis

is rejected and

Government differ

Secondary

Schools

significantly with

respect

to emotional

at 0.05 level of significance. Hence,

alternative

hypothesis

is accepted.

the

It means

null that,

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

the teachers of Central Government Secondary Schools teaching Arts, Science

9593 and

Languages subjects have different emotional intelligence. •

The

Science

teachers

and

of Central

Languages

of emotional

subjects

intelligence i.e.,

significance.

Hence,

accepted. It means

Government

Secondary

differ significantly

Schools

with

self-awareness (F=5.7176,

teaching

respect

Arts,

to dimension

p<0.05) at 0.05 level of

the null hypothesis is rejected and alternative hypothesis is

that, the teachers of Central Government

Secondary

Schools

teaching Arts, Science and Languages subjects have different self-awareness. •

The teachers of Central

Science

and

Languages

subjects

of emotional intelligence i.e., significance. accepted.

Hence,

The

Science

Schools

significantly with

self-regulation (F=6.5735,

Science

teachers

and

level

of Central

Languages

Government

subjects

to dimension

p<0.05) at 0.05

Secondary

Schools

differ significantly with

motivation (F=4.8464,

of significance.

Schools

respect

Arts,

level of

Schools

and Languages subjects have different self-regulation.

Hence,

alternative hypothesis is accepted. Secondary

teaching

the null hypothesis is rejected and alternative hypothesis is

of emotional intelligence i.e., 0.05

differ

Secondary

It means that, the teachers of Central Government

teaching Arts, •

Government

the

It means

teaching Arts,

respect

teaching arts, to dimension

p<0.05) at

null

hypothesis

rejected

and

that, the teachers of Central Government

Science

and

Languages subjects have different

motivation. •

The teachers of Central

Science

and

Languages

Government

subjects

of emotional intelligence i.e., 0.05 level of significance.

differ

Secondary Schools teaching Arts,

significantly

empathy (F=l2.8478, Hence,

with

respect

to dimension

p<0.05) at

the null hypothesis is rejected

and

alternative hypothesis is accepted. It means that, the teachers of Central Government Secondary Schools teaching Arts, Science

and

Languages subjects have different

empathy. •

The teachers of Central Government

and Languages subjects differ

Secondary Schools

significantly with

respect

teaching Arts, Science

to dimension of emotional

intelligence i.e., social skills (F=8.4198, p<0.05) at 0.05 level of significance.

Hence, the null hypothesis is rejected and

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

alternative hypothesis is accepted.

9594

It means that, the teachers of Central Government

Secondary Schools teaching Arts, Science and Languages subjects have different social skills.

Table-2: Results of t-test between Beginners and Experienced Teachers of Central Government Secondary Schools with Respect to Emotional Intelligence and its Dimensions Variable

Experience

Mean

t-value

Pvalue

Signi.

Emotional intelligence

Beginners

236.00

49.50

4.01

4.3883

0.0001

<0.05, s

Experienced Beginners

259.51 33.66

42.95 7.76

3.53 0.63

3.7505

0.0002

<0.05, s

Experienced Beginners

36.84 36.84

6.86 9.26

0.56 0.75

3.9762

0.0001

<0.05, s

Motivation

Experienced Beginners

40.72 40.97

7.53 10.09

0.62 0.82

4.0829

0.0001

<0.05, s

Empathy

Experienced Beginners

45.31 57.78

8.18 13.14

0.67 1.07

3.8029

0.0002

<0.05, s

Experienced Beginners

63.20 66.74

11.47 13.07

0.94 1.06

4.5003

0.0001

<0.05, s

Experienced

73.44

12.69

1.04

Selfawareness Selfregulation

Social skills

The results of the above table, it clearly shows that the followings: •

The beginners

and

significantly with respect

experienced

Schools have higher

Government

to emotional intelligence (t=-4.3883,

0.05 level of significance. hypothesis is accepted.

of Central

Hence,

It means emotional

Schools

differ

p<0.05) at

the null hypothesis is rejected and alternative that,

the experienced of Central

intelligence

as compared

Government

to beginners of Central

Government Schools teachers. •

The

beginners

and

experienced

significantly with respect to dimension (t=-3. 7505, p<0.05)

of Central

Schools

differ

of emotional intelligence i.e., self• awareness

at 0.05 level of significance.

rejected and alternative hypothesis is accepted. Central

Government

Government Schools have higher

Hence,

the null hypothesis

It means that,

the experienced

is of

on dimension of emotional intelligence

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

i.e.,

self-awareness

compared

to beginners of central

government

9595

schools

teachers. •

The beginners

and

experienced

of Central

Government

Schools

significantly with respect to dimension of emotional intelligence i.e., (t=-3.9762,

p<0.05)

at 0.05 level of significance.

rejected and alternative hypothesis is accepted.

Hence,

differ

self• regulation

the null hypothesis

It means that, the experienced of

Central Government

Schools have

higher on dimension of emotional intelligence

i.e.,

as compared

to beginners of Central

self-regulation

Government

Schools

teachers. •

The

beginners

significantly

and

with

motivation (t=-4.0829,

experienced

of Central

respect to dimension p<0.05)

Government

Schools

differ

of emotional intelligence

i.e.,

at 0.05 level of significance.

hypothesis

is rejected and alternative

experienced

of Central Government Schools have higher

emotional

intelligence

i.e.,

Hence,

hypothesis is accepted.

motivation

the null

It means that,

the

on dimension of

compared

to beginners of Central

Government Schools teachers. •

The beginners and

significantly with (t=-3.8029, rejected

experienced of Central

respect to dimension

p<0.05)

Government

of emotional

at 0.05 level of significance.

intelligence

differ

i.e., empathy

Hence, the null hypothesis is

and alternative hypothesis is accepted. It means that,

Central Government Schools have

Schools

the experienced of

higher on dimension of emotional

intelligence

i.e., empathy as compared to beginners of Central Government Schools teachers. •

The

beginners

and

experienced

of Central

Government

Schools

differ

significantly with respect to dimension of emotional intelligence i.e., social skills (t=4.5003,

p<0.05)

at 0.05 level of significance.

rejected and alternative hypothesis is accepted. Central Government Schools have higher i.e.,

social skills

Hence,

the null hypothesis is

It means that,

the experienced of

on dimension of emotional

intelligence

as compared to beginners of Central Government Schools teachers.

Major Findings of the Study •

The

teachers

of Central

Government

Secondary

Science and Languages subjects have different emotional •

The

teachers

of Central

Science and Languages subjects

Government

Schools teaching

Arts,

intelligence.

Secondary

Schools

have different self-awareness.

teaching Arts,

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

•

The

teachers

of Central

Government

Secondary

Schools

Science and Languages subjects

have different self-regulation.

•

Government Secondary Schools

The teachers of Central

9596

teaching Arts,

Science and Languages subjects have different motivation. •

The

teachers

of Central

Government

Secondary

Schools teaching

Arts,

Schools

Arts,

Science and Languages subjects have different empathy. •

The

teachers

of Central

Government

Secondary

teaching

Science and Languages subjects have different social skills. •

The experienced of Central Government Schools

intelligence as compared to beginners of Central •

The experienced

have higher

Government Schools teachers.

of Central Government Schools have higher

emotional intelligence i.e.,

self-awareness

emotional

on dimension of

as compared to beginners of central

government schools teachers. •

The experienced of Central Government Schools have higher on dimension of

emotional

intelligence

i.e.,

self-regulation

as compared to beginners of Central

Government Schools teachers. •

The experienced of Central Government Schools have higher on dimension of

emotional

intelligence

i.e.,

motivation

compared

beginners

of Central

Government Schools teachers. •

The experienced of Central Government Schools have higher on dimension of

emotional intelligence i.e.,

empathy as compared to beginners of Central Government

Schools teachers. •

The experienced of Central Government Schools have higher on dimension of

emotional

intelligence

i.e.,

social

skills

compared to beginners

of Central

Government Schools teachers. Implications of the Study Any research effort becomes worthwhile only when it specifies some of the important educational implications. The findings of the present study have certain meaningful educational

implications

for

significant and

teachers, teacher educators, parents,

school

guidance and counsellors and educational administrators. It is scientificallyproved that the success of individuals work is 80 per cent dependent on emotional intelligence and only 20 per cent on IQ.

Chetankumar, D & Dr. Nagappa P. Shahapur (Pg. 9587-9597)

Measures should be taken intelligence

of secondary school

conducive atmosphere results of the

up to improve and

for

study reveal

science

teaching that

there

sustain the level of emotional

teachers by providing congenial

autonomy

9597

and

and independence in teaching as the

is a positive correlation between emotional

intelligence and teacher effectiveness, emotional intelligence and other variables such as burnout, and creativity of teachers. References Aron, A. M., Milicic, N. (2000). School social climate. Revista Latinoamercana de Psicologia, 32(3), 447-466. Bakker, A. B., Schaufeli, W. B. (2000). Emotional intelligence of school students. Journal of Applied Social Psychology, 30(11), Pp. 2289-2308. \ Bar-on R. (2000). Emotional and social intelligence: Insights from the emotional quotient inventory (EQ-i). In R. Baron and J.D.A. Parker (Eds.) Handbook of Emotional Intelligence, 363-388, San Francisco: Jossey-Bass. Chad ha, N. K. (2005). Human resource management issues: Case studies and experimental exercises. Delhi: Shri Sai Printographers. Cobb, C.D., Mayer, J.D. (2000). Emotional intelligence: What the research says. Educational Leadership, 58, Pp. 14-18. Cooper, C.L., Dewe, P.J., and O'Driscoll, M.P. (2001). Organizational stress: A review and critique of theory, research and application. New York: Sage Publication. Goleman, D. (l 995a). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Goleman, D. (1998). Working with emotional intelligence. Bantam Books. Kapadia, M. (2004). Emotional intelligence: A workbook for beginners. New Delhi: BPI (India) Private Ltd. Mayer J.D., Caruso D.R. and Salovey P. (2000). Emotional intelligence meets standard for a traditional intelligence. Intelligence, 27, Pp. 267-298. Also available at: http://www/eqi.org/ fulltxtl.htm Mohan, J. (2003). Emotional intelligence questionnaire, training instrument. Chandigarh: Punjab University. Salovey, P., Mayer, J.D., Caruso, D. and Lopes, P.N. (2001). Measuring emotional intelligence as a set of mental abilities with the MSCEIT. In S.J. Lopez and C.R. Snyder (Eds.) Handbook of Positive Psychology Assessment. Washington DC: American Psychological Association. Sanwal, V. (2004). Emotional intelligence: The Indian scenario. New Delhi: Indian Publisher Distributors.