Indian Streams Research Journal
Impact Factor:0.2105
Mrs.
Mamta Rani
Abstract
This
study aimed to find out relationship and difference between emotional
intelligence and teacher effectiveness of degree and B.Ed. college teachers of
Rajasthan. The Emotional Intelligence Scale by Dr.Vinit Khera, Ms.Puja Ahuja
and Ms.Sarabjit Kaur was used to assess the emotional intelligence. To assess the
teacher effectiveness of degree and B.Ed. college teachers of Rajasthan the Teacher
Effectiveness Scale by Dr.Shallu Puri and Prof. S.C. Gakhar was used. The scale
was administered on 160 degree and B.Ed. college teachers. The present study
revealed that there is no significant relationship between emotional
intelligence and teacher effectiveness of degree and B.Ed. college teachers of
Rajasthan.
Introduction
The issue of
emotional well-being of teachers is being addressed more and more these days.
There is a talk of teaching emotional and social learning skills to teachers in
training. The influence of western culture, media exposure, easy access through
internet and mobile has come to us with their advantages as well as
disadvantages. In these days the children are getting into violence, drug
abuse, crime and other related problems. These problems can be minimized if the
teachers are sensitized towards the emotional void that these children have.
When the security and
warmth of the family is lacking as a result of consumerist and commercial
society the role of teacher becomes all the more important in the light of the
emotional needs of the students in the school/ college. Teachers can no longer
afford to overlook this part of their duty.
Researches have shown that
Teacher Effectiveness is one of the most important variables consistently
related to positive teaching and student learning outcomes.
1. Research Scholar, Maharaja Ganga Singh University,
Bikaner.
Research findings by Gibson and Dembo (1984) have proved
that teachers with high emotional intelligence are better equipped to keep
their students engaged in learning activities. They are able to spend more time
with the students monitoring their work. On the other hand, teachers with low
emotional intelligence lack in perseverance and give negative feedback to
students.
According to the findings
of Emmer and Hickman (1991)
emotionally intelligent teachers are more effective in classroom management
techniques and are thus, fully equipped to deal with difficult situations.
Bansibihari and Surwade (2006) are of the view that emotional intelligence
of a teacher increases the achievement motivation, optimism, joy and purpose of
learning by students while decreasing violence, depression and isolation in
them. Teaching carried out by emotionally matured teachers would be more stable
than that of emotionally immature or unstable teachers.
Thus it can be said that
teachers who are emotionally mature are generally self-aware, can make personal
decisions and manage their feelings well. They can handle stress, empathize
with others, can communicate well and can build trust in others. Emotionally
matured teachers have the capacity to recognize their strengths and weaknesses
and can take responsibility for their actions. They can be assertive without
being insulting and know when to lead and when to follow. They are effective as
leaders and resolve conflicts. Therefore emotionally matured teachers can
think, feel as well as act better and facilitate learning by the child :
Feel Good = Learn Good
Objectives
- To study overall relationship
between Emotional Intelligence and Teacher Effectiveness of degree college
teachers of Rajasthan.
- To study overall relationship
between Emotional Intelligence and Teacher Effectiveness of B.Ed. college
teachers of Rajasthan.
- To study Emotional Intelligence of
male and female teachers of degree colleges of Rajasthan.
- To study Emotional Intelligence of
male and female teachers of B.Ed. colleges of Rajasthan.
- To study Teacher Effectiveness of male
and female teachers of degree colleges of Rajasthan.
- To study Teacher Effectiveness of male
and female teachers of B.Ed. colleges of Rajasthan.
HYPOTHESES
- There will be no significant
relationship between Emotional Intelligence and Teacher Effectiveness of
degree college teachers of Rajasthan.
- There will be no significant
relationship between Emotional Intelligence and Teacher Effectiveness of B.Ed.
college teachers of Rajasthan.
- There will be no significant
difference between Emotional Intelligence of male and female teachers of degree
colleges of Rajasthan.
- There will be no significant
difference between Emotional Intelligence of male and female teachers of
B.Ed. colleges of Rajasthan.
- There will be no significant
difference between Teacher Effectiveness of male and female teachers of degree
colleges of Rajasthan.
- There will be no significant
difference between Teacher Effectiveness of male and female teachers of
B.Ed. colleges of Rajasthan.
METHOD
Descriptive survey method was
applied in this study to find out the emotional intelligence and teacher
effectiveness of degree and B.Ed. college teachers.
SAMPLE
The sample consisted of 160 degree
and B.Ed. college teachers including 80 male and 80 female teachers from Sri
Ganganagar and Hanumangarh district.
TOOLS
Emotional Intelligence Scale by Dr.Vinit Khera, Ms.Puja
Ahuja and Ms.Sarabjit Kaur was used to assess the emotional intelligence level
of the degree and B.Ed. college teachers. There are 63 items in the test out of
which 7 are for Self-Awareness and Appraisal (SAA), 11 for Self-Regulation and
Responsibility (SRR), 7 for Self-Motivation (SM), 7 for Self-Esteem and
Confidence (SEC), 9 for Empathy and Acceptance of Others (EAO), 15 for Social
Skills (SS), 7 for Interpersonal Relations (IPR).
Teacher Effectiveness Scale by Dr.Shallu Puri and Prof.
S.C. Gakhar was used to assess the teacher effectiveness of the degree and
B.Ed. college teachers. There are 68 statements related to the behaviour of the
teacher categorized as: Academic and Professional Knowledge. Preparation and
Presentation of Lesson Plan, Classroom Management, Attitude towards Students,
Parents, Colleagues, Head of the Institution, Use of Motivation, Reward and
Punishment and Interest in all round development of students’, Result, Feedback
Accountability and Personal Qualities.
PROCEDURE
160 degree and B.Ed. college
teachers (80 male and 80 female) were given the above test with introduction
and instruction. The data collected from them were scored following the scoring
procedure in the manual.
Results and
Discussion
As
per Table 1 the mean Emotional Intelligence score of degree college teachers is
189.633 and standard deviation is 19.810. The mean Teacher Effectiveness score
of degree college teachers is 276.425 and standard deviation is 35.563.
Correlation between emotional intelligence and teacher effectiveness of degree
college teachers is -.102 which is not significant at any level of
significance.
The mean Emotional Intelligence
score of B.Ed. college teachers is 191.213 and standard deviation is 12.079.
The mean Teacher Effectiveness score of B.Ed. college teachers is 271.50 and
standard deviation is 36.204. Correlation between emotional intelligence and
teacher effectiveness of B.Ed. college teachers is .197 which is not
significant.
It
is evident from Table – 2 that male teachers (194.33) of degree colleges are
high in emotional intelligence than female teachers (188.33) of degree
colleges. Further t-ratio was computed to check this difference of male and
female degree college teachers in regard to their emotional intelligence. The
value of t-ratio is 1.082 which is insignificant at any acceptable level of
confidence.
By analyzing emotional intelligence
of B.Ed. college teachers it is concluded that female teachers (192.03) of
B.Ed. colleges are high in emotional intelligence than male teachers (190.40) of
B.Ed. colleges. Further t-ratio was calculated to check this difference. The
value of t-ratio is -.599 which is not significant at any level of
significance.
Gender is not a barrier for one to
be emotionally intelligent. Bar-on and Steven (1997) in their speech at the 50th
Anniversary Celebration of Toronto’s Jewish Vocational Services said that men
and women hold similar overall scores on the EQ-I, and this was true in a
number of diverse countries and cultures world wide. Bhatpahari and Ajawani
(2006) have found no gender difference in regard to their emotional
intelligence.
Results
in Table - 3 reveal that female teachers (277.20) of degree colleges are high
in teacher effectiveness than male teachers (275.65) of degree colleges.
Further t-ratio was computed to check this difference of male and female degree
college teachers in regard to their teacher effectiveness. The value of t-ratio
is -.194 which is insignificant at any acceptable level of confidence.
By analyzing teacher effectiveness
of B.Ed. college teachers it is concluded that male teachers (271.95) of B.Ed.
colleges are high in teacher effectiveness than female teachers (271.05) of
B.Ed. colleges. Further t-ratio was calculated to check this difference. The
value of t-ratio is .110 which is not significant at any level of significance.
CONCLUSION
It is concluded that no significant relationship
and difference was found between emotional intelligence and teacher
effectiveness of male and female teachers of degree and B.Ed. colleges of
Rajasthan. Hence, the null hypotheses of no significant relationship and difference
between emotional intelligence and teacher effectiveness of male and female teachers
of degree and B.Ed. colleges of Rajasthan stands accepted.
The main conclusion of the study is
that no significant relationship and difference was found in the mean scores of
emotional intelligence and teacher effectiveness of male and female teachers of
degree and B.Ed. colleges of Rajasthan.
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