A STUDY OF EMOTIONAL INTELLIGENCE AMONG SECONDARY SCHOOL TEACHERS OF SIKKIM IN RELATION TO THEIR TEACHING APTITUDE. Abstract of the Thesis

A STUDY OF EMOTIONAL INTELLIGENCE AMONG SECONDARY SCHOOL TEACHERS OF SIKKIM IN RELATION TO THEIR TEACHING APTITUDE Abstract of the Thesis Submitted for the Degree of Doctor of Philosophy in Education Supervisor Prof (Mrs) S.M. Sungoh Research Scholar Shanti Ram Adhikari Department of Education School of Education North-Eastern Hill University Shillong-793022 2011 1

1.0 Introduction Teachers particularly need to develop emotional skills because teachers are the people who handle human beings with emotions. Therefore, a teacher should be emotionally intelligent amidst hectic life prevailing in the modern world. Sikkim has a heterogeneous, multicultural and multilingual society which is reflected and manifested in the diverse groups of students in the classroom. Further, students at secondary levels are mostly adolescents and passing through a stage of stress, strains and mood swings. In order to be able to work with these students coming from entirely different background with a very high degree of emotional instability and individual difference, a teacher should understand them well and communicate with them. In the light of the above circumstances, a teacher needs to be equipped with Emotional Intelligence to do justice with his students and the profession. Hence the need of the study. 1.1. Statement of the Problem In order to survive and succeed in a competitive and fast changing world everybody needs to develop and nurture Emotional Intelligence. Teaching is the only profession where one human mind operates on other human minds with a human face. The teacher should be equipped with the Emotional Intelligence and should know how to control and apply it in a particular situation. Unless they have the Emotional Intelligence and manage their emotions well they cannot mould their students in the desired manner and achieve educational goals. In the present context, due to the lack of emotional management skills both in teacher as well as in the taught the scholastic and co- scholastic achievement of students is 1

not in proportion with the amount of inputs made during the process of teaching learning. As a result, large amount of energy, efforts and other inputs of students go waste without achieving the desired result. The study will focus on finding out the Emotional Intelligence of Secondary Teachers of Sikkim. The other objective of the study will also attempt to find out the aptitude of teachers for teaching and an analysis will be done to find out the relationship between them. A study will also be conducted to find out whether there are any differences, on the basis of sex, age, qualification, years of Experience, stream, training, community, and type of management of the school. 1.2. Title of the Study A Study of Emotional Intelligence among Secondary School Teachers of Sikkim in Relation to Their Teaching Aptitude 1.3. Operational Definition of the Terms 1. Emotional Intelligence: Emotional Intelligence refers to a set of abilities including self-awareness, mood management, self-motivation, empathy, and managing relationships. 2. Teaching Aptitude: Teaching Aptitude is a condition or set of characteristics including knowledge, understanding and attitude regarded as symptomatic or indicative of individual s ability to acquire through training, abilities for teaching work. 3. Secondary School Teachers: Secondary School Teachers in the present study will refer to teachers teaching Classes IX and X. 2

1.4. Objectives The following are the objectives of the study 1. To study the Emotional Intelligence Level of Secondary School Teachers of Sikkim. 2. To study the Teaching Aptitude Level of Secondary School Teachers. 3. To study the differences between the Emotional Intelligence of (i) (ii) Male and Female Secondary School Teachers Under Graduate, Graduate and Post- graduate Secondary School Teachers (iii) (iv) Trained and Untrained Secondary School Teachers Humanities, Computer/ Science, Commerce and Language Secondary School Teachers. (v) Secondary School Teachers belonging to different Age Groups. (vi) Secondary School Teachers having different years of Experience. (vii) SC /ST/OBC and General Secondary School Teachers. (viii) Government Teachers and Private Secondary School Teachers. 4. To study the difference between the Teaching Aptitude of (i) (ii) Secondary School Male and Female Teachers Under Graduate, Graduate and Post- graduate Secondary School Teachers 3

(iii) (iv) Trained and Untrained Secondary School Teachers Humanities, Computer/Science, Commerce and Language Secondary School Teachers. (v) Secondary School Teachers belonging to different Age Groups. (vi) Secondary School Teachers having different years of Experience. (vii) SC /ST/OBC and General Secondary School Teachers. (viii) Government Teachers and Private Secondary School Teachers. 5. To study relationship between Emotional Intelligence and Teaching Aptitude of (i) (ii) (iii) The Overall Sample of Secondary School Teachers Secondary School Male and Female Teachers Under Graduate, Graduate and Post- graduate Secondary School Teachers (iv) (v) Trained and Untrained Secondary School Teachers Humanities, Computer/Science, Commerce and Language Secondary School Teachers. (vi) Secondary School Teachers belonging to different Age Groups. (vii) Secondary School Teachers having different years of Experience. 4

(viii) SC /ST/OBC and General Secondary School Teachers. (ix) Government Teachers and Private Secondary School Teachers. 1.5 Null hypotheses The following null hypotheses are formulated for the purpose. 1. There is no significant difference between the Emotional Intelligence of (i) (ii) Male and Female Secondary School Teachers Under Graduate, Graduate and Post- graduate Secondary School Teachers (iii) (iv) Trained and Untrained Secondary School Teachers Humanities, Computer/ Science, Commerce and Language Secondary School Teachers. (v) Secondary School Teachers belonging to different Age Groups. (vi) Secondary School Teachers having different years of Experience. (vii) SC /ST/OBC and General Secondary School Teachers. (viii) Government Teachers and Private Secondary School Teachers. 2. There is no significant difference between the Teaching Aptitude of (i) Male and Female Secondary School Teachers 5

(ii) Under Graduate, Graduate and Post- graduate Secondary School Teachers (iii) (iv) Trained and Untrained Secondary School Teachers Humanities, Computer/Science, Commerce and Language Secondary School Teachers. (v) Secondary School Teachers belonging to different Age Groups. (vi) Secondary School Teachers having different years of Experience. (vii) SC /ST/OBC and General Secondary School Teachers. (viii) Government Teachers and Private Secondary School Teachers. 3. There is no significant relationship between Emotional Intelligence and Teaching Aptitude of (i) (ii) Male and Female Secondary School Teachers Under Graduate, Graduate and Post- graduate Secondary School Teachers (iii) (iv) Trained and Untrained Secondary School Teachers Humanities, Computer/Science, Commerce and Language Secondary School Teachers. (v) Secondary School Teachers belonging to different Age Groups. 6

(vi) Secondary School Teachers having different years of Experience. (vii) SC /ST/OBC and General Secondary School Teachers. (viii) Government Teachers and Private Secondary School Teachers. 1.6 Delimitation of the Study The study delimited its scope to teachers teaching Classes IX and X in Secondary and Senior secondary schools in the state of Sikkim. 1.7 Method and Procedure The method followed in the present study was the Descriptive Method. 1.8 Population of the Study The population of the study comprised of all the Teachers teaching at Secondary level in Government and private Schools of Sikkim. The details are shown in table 1. Table 1. Population of the Study Sl No 1 2 Type of Schools Government Secondary Schools Government Senior Secondary Schools No of Schools 93 45 3 Total Govt Schools 138 4 Private Schools Secondary Training Status of Teachers Male Female Total Trained 407 204 611 Untrained 315 210 525 Trained 181 133 314 Untrained 117 108 Total (Govt.) 225 1020 655 1675 20 Trained 66 115 181 7

Untrained 90 122 212 5 Private Senior Secondary Schools 10 Trained 176 139 Untrained 46 58 315 104 6 7 Total Schools Total (Govt+Pvt) Private Schools 30 168 Total (Pvt) Total (Govt. +Pvt) 378 434 812 1398 1089 2487 1.9 Sample of the Study Random Sampling Techniques was used to select the sample. A sample of 1225 teachers was drawn from the population of the study. The details are shown in table 2. Table 2. Sample of the Study Sl. No 1 2 Type of Schools Government Secondary Schools Government Senior Secondary Schools No of Schools 78 41 3. Total 119 4 5 6 7 Private Secondary Schools Private Senior Secondary Schools Total Private Schools Total Schools (Govt+Pvt) 8 7 Training Status of Male Female Total Teachers Trained 191 89 280 Untrained 166 115 281 Trained 158 124 282 Untrained 111 99 210 Total (Govt) 626 427 1053 Trained 29 20 49 Untrained 25 22 47 Trained 20 23 43 Untrained 21 12 33 15 Total (Pvt.) 95 77 172 134 Total Teachers (Govt +Pvt) 721 504 1225 8

1.10 Tools The tools that were used for the study are as follows: (i) Emotional Intelligence Scale developed by Hyde, Pethe & Dhar (2005) (ii) Teaching Aptitude Test developed by Dahiya and Singh (2004) 1.11 Collection of Data The data was collected by administering the tools mentioned above on the selected sample as shown in table 2. 1.12 Statistical Techniques The Mean, SD, t test, and Correlation methods was used to statistically analyse the data. 1.13. Major Findings on Emotional Intelligence (EI) of Secondary Teachers of Sikkim i) It was found that 11.51 % of the teachers are classified under the High Level of EI. Whereas 78.37 % of the teachers have Average EI and 10.12 % have been placed under the Low Level of EI. Hence it is concluded that majority of the Secondary Teachers of Sikkim had Average Level of Emotional Intelligence. Further, more Male Teachers were placed in the High Level EI (12.48 %) than their female counterparts (10.12%). 9

ii) With regards to qualification, more number of Post-Graduates had been placed in high EI (15.92%) than the graduates (9.27%) and undergraduates (0%). iii) It was also observed that 13.46 % of the trained teachers had been placed in high level of EI and only (9.28 %) of the untrained teachers were placed at the high level. iv) The teachers from the Commerce Stream had the highest percentage (25.64%) of being placed at the high level of EI. v) It was also found that the Age GroupA3 (41-50 years) had higher percentage of teachers (13.62 %) that were placed under the high level of EI. vi) It is interesting to note the findings which revealed that teachers with 6 to 10 years of Experience. (E2) had the highest percentage (13.62 %) that had been placed in the high level of EI vii) With respect to category, 13.06 % General Teachers were placed in the high level. viii) 16.86% of the private teachers were placed in the high level whereas only 10.63 % of the Government teachers were placed in the high level. 10

1.14 Major Findings on Teaching Aptitude of Secondary Teachers of Sikkim i) It was found that 7.35 % of the teachers are classified under the Excellent Level of TA, 18.61 % of the teachers have Good TA, 40.49 % have been placed under the Average Level of TA. Likewise 22.61% of the teachers have low Level of TA and 10.94% of the teachers have poor Level of TA. Therefore, it is concluded that majority of the Secondary Teachers of Sikkim have an Average Level of TA. This finding is also reported by many of the previous researchers studies conducted on Teaching Aptitude (Taneja and Sangwan (2010)1). ii) It was found that more Female Teachers were placed under Excellent (14.48%) and Good Level (24.60%) of TA compared to their Male counterparts under Excellent (9.57%) and Good level of TA (21.08%. iii) With regard to qualification, Post-Graduates had more number of Secondary teachers that had been placed under Excellent TA (15.69%) and Good TA (25.34%) iv) It was found that 12.84 % of trained teachers had Excellent TA and 24.77% had Good TA whereas among untrained teachers 10.16% had Excellent TA and 19.96% had Good TA. v) With regard to academic discipline (subject), Humanities Stream had the highest percentage (12.57%) of teachers having Excellent TA 1 N.Taneja and A.Sangwan, General Teaching Competency and Teaching Aptitude of Prospective Teachers of Rewari District, Indian Psychological Review,Vol.74, No.3,Year 2010,page 147-152, 2010 11

followed by Science/ Computers (11.49%), Commerce (7.69%) and language and others (0%). vi) It was also found that the Age Group1 (21-30 years) had a higher percentage (12.36 %) of teachers that were placed under the Excellent TA. vii) In terms of Experience, the findings also revealed that 15.96 % of the teachers with 6 to 10 years of Experience. (E2) had been placed in the Excellent TA level. viii) With respect to category, 11.98 % General Teachers were placed in the Excellent TA and 21.81% were placed in Good TA. ix) It was found that Number of Secondary teachers that had been placed under Excellent TA and Good TA were more in case of Private schools (14.53%, 29.06%) than Government schools (11.11 %, 21.46%). 1.15 Difference between Male and Female Teachers in their Emotional Intelligence and Teaching Aptitude. (i) It was found that there is no significant difference between Emotional Intelligence of Male and Female Secondary School Teachers. This shows that gender does not affect Emotional Intelligence and male and female secondary teachers do not differ in terms of Emotional Intelligence. 12

(ii) With regard to Teaching Aptitude, it was found that there is significant difference between Teaching Aptitude of Male and Female Secondary School Teachers and female teachers had more Teaching Aptitude compared to male teachers. This may be due to the fact that majority of Females prefer teaching as they consider it as an ideal profession. Therefore, they are better prepared for teaching than their male counterparts. 1.16 Difference between Undergraduate, Graduate and Post- graduate Teachers in their Emotional Intelligence and Teaching Aptitude. (i) It was found that, there is no significant difference between Emotional Intelligence of under Graduate and Graduate Secondary Teachers. However, it was found that, there is significant difference between Emotional Intelligence of under Graduate and Post Graduate Secondary Teachers and Graduate and Post Graduate Secondary Teachers (ii) With regard to Teaching Aptitude, it was found that there is significant difference between Teaching Aptitude of under Graduate and Graduate Secondary Teachers, Under Graduate and Post Graduate Secondary Teachers and Graduate and Post Graduate Secondary Teachers 1.17 Difference between Trained and Untrained Teachers in their Emotional Intelligence and Teaching Aptitude. (i) It was found that there is no significant difference between Emotional Intelligence of trained and untrained Secondary Teachers. 13

(ii) With regard to Teaching Aptitude, it was found that there is significant difference between trained and untrained Secondary Teachers in terms of Teaching Aptitude with trained teachers scoring significantly higher than untrained on TA. 1.18 Difference between Emotional Intelligence and Teaching Aptitude of Teachers belonging to different Streams (Humanities, Science, Commerce and Language). (i) It was found that there is no significant difference between Emotional Intelligence of Humanities and Science teachers, Humanities and Language teachers, and also between Science and Commerce Teachers. However, it was found that there is significant difference between Science teachers and language teachers and also between Commerce teachers and language teachers in terms of Emotional Intelligence. (ii) In terms of Teaching Aptitude, It was found that there is no significant difference between Humanities and Science teachers, Humanities and Commerce Teachers, and between Science and Commerce Teachers. However, it was found that there is significant difference in terms of Teaching Aptitude between teachers belonging to Language stream with that of teachers from humanities, Science and Commerce stream. 14

1.19 Difference between Emotional Intelligence and Teaching Aptitude of Teachers of Different Age Groups. It was found that there is no significant difference between Emotional Intelligence of Secondary Teachers belonging to different Age Groups. However, it was revealed that younger teacher (21-40 years) possess more Teaching Aptitude than the older lot (41-60 years). 1.20 Difference between Emotional Intelligence and Teaching Aptitude of Teachers having different years of Teaching Experience. It was found that there is no significant difference between Emotional Intelligence of Secondary Teachers having different years of teaching Experience. However, it was found that younger teacher having teaching Experience less than 20 years possess more Teaching Aptitude than older lot with teaching Experience of more than 21 years. 1.21 Difference between Emotional Intelligence and Teaching Aptitude of Teachers belonging to different Categories (ST/SC/OBC/General). It was found that there is no significant difference between Emotional Intelligence and Teaching Aptitude of Secondary Teachers belonging to different categories viz. Scheduled Caste, Scheduled Tribe, Other backward Class and General. This shows that caste/community does not affect Emotional Intelligence and Teaching Aptitude. 15

1.22 Difference between Emotional Intelligence and Teaching Aptitude of Teachers working in Government and Private Secondary Schools. It was found that there is significant difference between Secondary Teachers working in Government School and those working in Private School in terms of Emotional Intelligence and Teaching Aptitude. Further, Secondary Teachers working in Private school scored significantly higher than those from government schools in Emotional Intelligence and Teaching Aptitude. 1.23 Relationship between Emotional Intelligence and Teaching Aptitude (Overall). It was found that there is a significant positive correlation between overall EI and overall TA scores of secondary teachers. The r value of 0.22 is significant at 0.01 level. This clearly shows that there is a significant relationship between Emotional Intelligence and Teaching Aptitude of Secondary teachers of Sikkim. 1.24 Relationship between Overall EI and TA of Male Secondary Teachers. It is found that there is a positive correlation between the overall EI and overall TA scores of male teachers. The r value of 0.159 is significant at 0.01 level. Hence it is concluded that, there is significant relationship between overall EI and overall TA scores of male secondary teachers. 1.25. Relationship between Overall EI and TA of Female Secondary Teachers 16

It is observed that there is a positive correlation between the overall EI and overall TA scores of female teachers. The r value of 0.277 is significant at 0.01 level. Hence it is concluded that, there is significant relationship between overall EI and overall TA scores of female secondary teachers. 1.26. Relationship between Overall EI and TA of Secondary Teachers having Undergraduate Qualification It is revealed that there is a positive correlation between the overall EI and overall TA scores of teachers with undergraduate qualification. The r value of 0.523 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers with undergraduate qualification. 1.27. Relationship between Overall EI and TA of Secondary Teachers with Graduate Qualification It was found that there is a positive correlation between the overall EI and overall TA scores of teachers having graduate qualification. The r value of 0.174 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers with graduate qualification. 17

1.28. Relationship between Overall EI and TA of Secondary Teachers having Postgraduate Qualification It was observed there is a positive correlation between the overall EI and overall TA scores of teachers having postgraduate qualification. The r value of 0.273 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers with postgraduate qualification. 1.29 Relationship between Overall EI and TA of Secondary Teachers Belonging to Humanities Stream It was observed there is significant correlation between the overall EI and overall TA scores of teachers belonging to Humanities Stream. The r value of 0.210 is significant at 0.01 level. Hence it is concluded that, there is significant correlation between overall EI and overall TA scores of secondary teachers belonging to Humanities Stream. 1.30. Relationship between Overall EI and TA of Secondary Teachers Belonging to Science & Computers Stream. It was found that there is significant correlation between the overall EI and overall TA scores of teachers belonging to Science & Computers Stream. The r value of 0.236 is significant at 0.01 level. Hence it is concluded that, there is significant correlation between overall EI and overall TA scores of secondary teachers belonging to Science & Computers Stream. 18

1.31. Relationship between Overall EI and TA of Secondary Teachers belonging to Commerce Stream It was observed there is no significant correlation between the overall EI and overall TA scores of teachers belonging to Commerce Stream. The r value of 0.115 is not significant. Hence it is concluded that, there is no significant relation between overall EI and overall TA scores of secondary teachers belonging to Commerce Stream. 1.32. Relationship between Overall EI and TAT of Secondary Teachers Language and Other Streams It is revealed that there is significant correlation between the overall EI and overall TA scores of teachers belonging to Language and Others Stream. The r value of 0.351 is significant at 0.05 level. Hence it is concluded that, there is significant correlation between overall EI and overall TA scores of secondary teachers belonging to Language and Others Stream. 1.33. Relationship between Overall EI and TA of Trained Secondary Teachers It was found that there is significant correlation between the overall EI and overall TA scores of trained teachers. The r value of 0.234 is significant at 0.01 level. Hence it is concluded that, there is significant correlation between overall EI and overall TA scores of secondary teachers who are trained. 19

1.34. Relationship between Overall EI and TA of Untrained Secondary Teachers It was observed there is significant correlation between the overall EI and overall TA scores of untrained teachers. The r value of 0.209 is significant at 0.01 level. Thus, the null hypothesis is rejected. Hence it is concluded that, there is significant correlation between overall EI and overall TA scores of secondary teachers who are untrained. 1.35. Relationship between Overall EI and TA of Secondary Teachers belonging to Age 1(20-30 years) category It is revealed there is a positive correlation between the overall EI and overall TA scores of teachers belonging to Age 1 (20-30 years) category. The r value of 0.189 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers belonging to Age 1(20-30 years) category. 1.36. Relationship between Overall EI and TA of Secondary Teachers belonging to Age 2 (31-40 years) category It was found there is a positive correlation between the overall EI and overall TAT scores of teachers belonging to Age 2(31-40 years) category. The r value of 0.251 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers belonging to Age 2 (31-40 years) category. 20

1.37 Relationship between Overall EI and TA of Secondary Teachers belonging to Age 3 (41-50 years) category. It was observed that there is a positive correlation between the overall EI and overall TA scores of teachers belonging to Age 3 (41-50 years) category. The r value of 0.169 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers belonging to Age 3(41-50 years) category. 1.38. Relationship between Overall EI and TA of Secondary Teachers belonging to Age 4 (51-60 years) category It was revealed that there is positive correlation between the overall EI and overall TA scores of teachers belonging to Age 4 (51-60 years) category. The r value of 0.39 is significant ay 0.01 level. Hence it is concluded that, there is significant relationship between overall EI and overall TA scores of secondary teachers belonging to Age 4 (51-60 years) category. 1.39. Relationship between Overall EI and TA of Secondary Teachers having 0-5 years of Experience. It was revealed that there is a positive correlation between the overall EI and overall TA scores of teachers having 0-5 years of teaching Experience. The r value of 0.208 is significant at 0.01 level.. Hence it is concluded that, there is a significant relationship between overall EI and overall TAT scores of secondary teachers having 0-5 years of teaching Experience. 21

1.40. Relationship between Overall EI and TA of Secondary Teachers having 6-10 years of Experience. It was found that there is a positive correlation between the overall EI and overall TA scores of teachers having 6-10 years of teaching Experience. The r value of 0.173 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers having 6-10 years of teaching Experience. 1.41. Relationship between Overall EI and TAT of Secondary Teachers having 11-20 years of Experience. It was observed there is a positive correlation between the overall EI and overall TA scores of teachers having 11-20 years of teaching Experience. The r value of 0.278 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers having 11-20 years of teaching Experience. 1.42. Relationship between Overall EI and TA of Secondary Teachers with 21 and above years of Experience. It was found that there is a positive correlation between the overall EI and overall TA scores of teachers having 21 and above years of teaching Experience. The r value of 0.179 is significant at 0.01 level. Thus, the null hypothesis is rejected. Hence it is concluded that, there is a significant relationship between overall EI 22

and overall TA scores of secondary teachers having 21 and above years of teaching Experience. 1.43. Relationship between Overall EI and TA of Secondary Teachers belonging to SC category It is revealed that there is no significant correlation between the overall EI and overall TA scores of teachers belonging to SC category. The r value of 0.230 is not significant. Hence it is concluded that, there is no significant relation between overall EI and overall TA scores of secondary teachers belonging to SC category. 1.44. Relationship between Overall EI and TA of Secondary Teachers belonging to ST category It was observed there is significant correlation between the overall EI and overall TA scores of teachers belonging to ST category. The r value of 0.205 is significant at 0.01 level. Hence it is concluded that, there is significant correlation between overall EI and overall TA scores of secondary teachers belonging to ST category. 1.45. Relationship between Overall EI and TA of Secondary Teachers belonging to OBC category It was found that there is significant correlation between the overall EI and overall TA scores of teachers belonging to OBC category. The r value of 0.210 is significant at 0.01 level. Hence it is concluded that, there is significant 23

correlation between overall EI and overall TA scores of secondary teachers belonging to OBC category. 1.46. Relationship between Overall EI and TA of Secondary Teachers belonging to General Category It is revealed that there is significant correlation between the overall EI and overall TA scores of teachers belonging to General Category. The r value of 0.238 is significant at 0.01 level. Hence it is concluded that, there is significant correlation between overall EI and overall TA scores of secondary teachers belonging to General category. 1.47. Relationship between Overall EI and TA of Secondary Teachers working in Government Schools It was found that there is a positive correlation between the overall EI and overall TA scores of teachers working in Govt schools. The r value of 0.209 is significant at 0.01 level. Hence it is concluded that, there is a significant relationship between overall EI and overall TA scores of secondary teachers working in Govt schools. 1.48. Relationship between Overall EI and TA of Secondary Teachers working in Private Schools It was observed there is a positive correlation between the overall EI and overall TA scores of teachers working in Private schools. The r value of 0.326 is significant at 0.01 level. Hence it is concluded that, there is a significant 24

relationship between overall EI and overall TA scores of secondary teachers working in Private schools. 1.49 CONCLUSION: It may be concluded that Majority of Secondary Teachers are found to have average level of EI and TA which calls for an urgent need and immediate steps to devise some policies and programs to help teachers develop their EI and TA. There is a significant positive relationship between Emotional Intelligence and Teaching Aptitude. With regard to EI it was found that there was no significant difference between male and female, trained and untrained, teachers of different communities, different Age Groups, having different years of Experience. Further, it was also found that there was no significant difference between Humanities and Science Teachers, Humanities and Language teachers, Science and Commerce Teachers in EI but there was significant difference between Humanities and Commerce Teachers, Science and Language teachers and also between Commerce and language teachers in EI. Similarly, there was significant difference between teachers having different Qualification and working in different management in terms of EI. In terms of Teaching Aptitude there was significant difference between Male and Female, Trained and Untrained, Under Graduate, Graduate and Post graduate, teachers belonging to different Age Groups, and also between Govt. and private teachers. Looking at teachers from various streams, it was found that there is no significant difference between Humanities and Science teachers, Humanities 25

and Commerce Teachers, and also between Science and Commerce Teachers in terms of Teaching Aptitude but language teachers differed significantly with teachers from humanities stream, Science stream and Commerce stream in terms of Teaching Aptitude. In case of teachers with various teaching Experience., it was found that there was no significant difference between teachers having 1-5 years, 6-10 years, and 11-20 years in terms of Teaching Aptitude but teachers belonging to each of these group differ significantly with teachers having 21 and above years of Experience.. Further, there was no significant difference between teachers from different communities in their Teaching Aptitude. 1.50 Suggestions for improvement of Emotional Intelligence Level Since majority of teachers were found to possess Average Level of Emotional Intelligence there is a need to take some immediate steps to devise some policies and design some programs to help teachers develop their Emotional Intelligence. Some of the steps which can help in promoting Emotional Intelligence are as follows: (i) The policy makers, administrators and teachers should be orientated towards the importance of Emotional Intelligence in general and in teaching learning in particular. (ii) Better organisational climate helps in fostering Emotional Intelligence. The school environment should be made teacher friendly and the working conditions of teachers need to be improved so that teachers feel at home with the profession at their work place. Physical environment should be made as pleasant as possible. 26

(iii)secondary School Teachers may be encouraged to acquire higher qualification as it helps in promoting Emotional Intelligence. (iv) Good role models of teachers and parents may be observed as Emotional Intelligence skills can be taught as well as caught. Teachers may reflect upon some great personalities. (v) Emotional Intelligence can be incorporated in the curriculum of Teacher Education both pre-service and in-service to sensitize the teachers for the stress and emotional demands in the classroom and prepare them to respond and cope with these situations. (vi) Teacher Training Institutions should organise activities like workshops and seminars, Brainstorming, Group discussions for sharing of ideas, views and knowledge, Group work, Competitions, Debates, and Quiz etc. for teachers which will in turn help them to provide positive learning environment for children. (vii) Teachers should read books on personality development, value education etc and develop a positive attitude towards life by inculcating power of positive thinking, recognizing one s strengths and weaknesses, Positive feelings about self, school, family and society. (viii) Celebrating various festivals and participating in days of National importance like Independence Day, Republic Day etc, participating in games and sports activities, NSS, NCC, Red Cross Society, various community activities and practicing yoga helps in achieving emotional stability. 27

(ix) Study tour, exposure trip and teacher exchange programme may be conducted in order to share, exchange and benefit out of each others knowledge, experience and expertise. (x) Using steps for problem solving and decision making, e.g. controlling impulses, setting goals, identifying alternatives actions and anticipating consequences, by expressing anger appropriately without being angry or without fighting. (xi) By being honest, punctual, by developing clear conscience about what is right and what is wrong and by practicing what they preach. Understanding the perspective of others, making clear requests, responding effectively to criticism, listening to others and helping others. (xii) By exemplifying dignity of labour and by being an embodiment of eternal values: truth, love and goodness. By acknowledging students: e.g. making eye contact, using their names and acknowledging previous contributions during a session. 1.51 Suggestions for improvement of Teaching Aptitude Level Since majority of teachers were found to possess average level of Teaching Aptitude, it is highly desirable that some measures are put in place to help Secondary School Teachers to develop their Teaching Aptitude. Some of the steps that can help in promoting Teaching Aptitude are as follows: 28

(i) While recruiting secondary school teachers a comprehensive selection procedure including Teaching Aptitude Test can be adopted to ensure that candidates having good Aptitude for teaching are selected. (ii) Secondary School Teachers should be selected purely on merit basis in order to select candidates, who are professionally sound, have keen interest, capability and commitment to the profession. (iii) Students with good academic background may be encouraged to take up teaching profession. (iv) Secondary School Teachers may be encouraged to acquire higher qualification as it helps in developing Teaching Aptitude. (v) Training helps in the development of Teaching Aptitude therefore Teacher Training Institutions should plan and organise orientation and refresher courses for Secondary School Teachers from time to time to update their knowledge, teaching skills and develop their Teaching Aptitude. They should learn important teaching skills to be able to teach systematically and confidently. (vi) Teaching Aptitude is based on theoretical studies and practice teaching, therefore Secondary School Teachers should inculcate reading habits to be well versed in their subject area and to develop Teaching Aptitude. (vii) Secondary School Teachers should design teaching learning session in such a manner that it becomes a pleasant and enjoyable Experience for the teacher as well as to the learners. Teachers should learn to enjoy teaching in order to develop Teaching Aptitude. 29

(viii) Secondary teachers should make their teaching child centric, activity based and full of interactions and relate to the real life Experiences of the child. (ix) The teachers should try to have access to latest information through various media, and exposed to current trends and techniques of teaching and keep themselves updated with the innovation and latest technologies. They should be open to new ideas, should innovate and try and do something different to make a difference in terms of teaching learning. Table 1.0. Levels of Emotional Intelligence Sl.No EI level Formulae Range of Sco res 1. High Emotional Intelligence 2. Average Emotional Intelligence 3. Low Emotional Intelligence High = > M +σ (132+14) Average = M ± σ (132±14) Low = < M σ (132-14) 147-170 118-146 117 and bel ow 30

Table. 1.1.0. Emotional Intelligence of Secondary Teachers (Overall/General) Sl.No EI level Range of Scores No. % 1. High 147-170 141 11.51 2. Average 118-146 960 78.37 3. Low 117 and below 124 10.12 Total Scores 1225 100% Table 1.1.1 Emotional Intelligence of Secondary Teachers (Male and Female). Sl.No Group EI level Range of Scores No. % High 147-170 090 12.48% Male Average 118-146 555 76.98% 1 Low 117 and below 076 10.54% Total 721 58.86% High 147-170 051 10.12% 2 Female Average 118-146 405 80.36% Low 117 and below 048 9.52% Total 504 41.14% Grand Total 1225 Table 1.1.2 Emotional Intelligence of Secondary Teachers (Qualification Wise) Sl.No Group EI Level Range of Scores No. % 1. Under Graduate High 147-170 00 0% Average 118-146 21 87.5 % Low 117 and below 03 12.5 % Total 24 1.96% 2. Graduate High 147-170 070 9.27 % Average 118-146 603 79.87% Low 117 and below 082 10.86% Total 755 61.63% 3. Post Graduate High 147-170 71 15.92% Average 118-146 336 75.34% Low 117 and below 039 8.74% Total 446 36.41% Grand Total 1225 31

Table 1.1.3 Emotional Intelligence of Secondary Teachers (Trained and Untrained) Sl.No Group EI Level Range of Scores No % 1 High 147-170 088 13.46% Trained Average 118-146 506 77.37% Low 117 and below 060 9.17% Total Scores 654 53.39% 2 High 147-170 053 9.28% Untrained Average 118-146 454 79.51% Low 117 and below 064 11.21% Total Scores 571 46.61% Table 1.1.4: Emotional Intelligence of Secondary Teachers (Humanities/Science & Computers/Commerce/Language & Others) Sl.No Groups EI Level Range of Scores No % 1. High 147-170 67 9.91% Humanities Average 118-146 536 79.29% Low 117 and below 73 10.80% Total Scores 676 55.18% 2. High 147-170 63 13.40% Science/ Computers Average 118-146 363 77.23% Low 117 and below 44 9.36% Total Scores 470 38.37% 3. High 147-170 10 25.64% Commerce Average 118-146 26 66.67% Low 117 and below 03 7.69% Total Scores 39 3.18% 4. High 147-170 01 2.5% Lang/ Average 118-146 35 87.5% others Low 117 and below 04 10.0% Total Scores 40 3.26% Grand Total 1225 32

Table 1.1.5: Emotional Intelligence of Secondary Teachers (Age-wise) Sl.No Range of Age EI Level Range of Scores No % 1. (A 1 ) High 147-170 37 10.63% 21-30 years Average 118-146 280 80.46% Low 117 and below 31 08.91% Total Scores 348 28.41% 2. (A 2 ) High 147-170 49 10.94 % Average 118-146 355 79.24 % 31-40 years Low 117 and below 44 09.82 % Total Scores 448 36.57% 3. (A 3 ) High 147-170 44 13.62 % Average 118-146 241 74.61 % 41-50 years Low 117 and below 38 11.76 % Total Scores 323 26.37% 4. (A 4 ) High 147-170 11 10.38 % Average 118-146 84 79.24 % 51-60 years Low 117 and below 11 10.38 % Total Scores 106 8.65% Grand Total 1225 Table 1.1.6 Emotional Intelligence of Secondary Teachers. (Experience Wise) Sl.No Range of Experience. EI Level Range of Scores No % 1. E 1 High 147-170 32 9.91% (0-5 Years) Average 118-146 262 81.11% Low 117 and below 29 8.98% Total Scores 323 2. E 2 (6-10 Years) High 147-170 29 13.62% Average 118-146 167 78.40% Low 117 and below 17 7.98% Total Scores 213 3. High 147-170 52 11.98% E 3 Average 118-146 332 76.50% (11-20 Years) Low 117 and below 50 11.52% Total Scores 434 4. High 147-170 28 10.98% Average 118-146 199 78.04% E 4 33

(21 and above) Low 117 and below 28 10.98% Total Scores 255 Table 1.1.7 Emotional Intelligence of Secondary Teachers (SC/ST/OBC/Gen) Sl.No Groups EI Level Range of Scores No % 1. High 147-170 03 8.11% SC Average 118-146 34 91.89% Low 117 and below 00 0% Total 37 3.02% 2. High 147-170 33 8.82% ST Average 118-146 300 80.21% Low 117 and below 41 10.97% Total Scores 374 30.53 % 3. High 147-170 20 12.27% OBC Average 118-146 127 77.91% Low 117 and below 16 9.82% Total Score 163 13.31% 4. High 147-170 85 13.06% General Average 118-146 499 76.65% Low 117 and below 67 10.29% Total Scores 651 53.14% Grand Total 1225 Table 1.1.8 Emotional Intelligence of Secondary Teachers (Government and Private). Sl.No Group EI Level Range of Scores No % 1. High 147-170 112 10.63% Govt Average 118-146 827 78.54% Low 117 and below 114 10.83% Total Scores 1053 85.96% 2. High 147-170 29 16.86% Private Average 118-146 133 77.33% Low 117 and below 10 5.81% Total Scores 172 14.04% Grand Total 1225 34

Table 1.2.0 Teaching Aptitude of Secondary Teachers (Overall /General). Sl.No TA level Percentile Range Range of Scores No. % 1. Excellent P 90 and above Greater than 63.18 90 7.35% 2. Good P 70 -P 90 57.58-63.17 228 18.61% 3. Average P 30 -P 70 46.39-57.57 496 40.49% 4. Low P 10 -P 30 38.93-46.38 277 22.61% 5. Poor Below P 10 Less than 38.92 134 10.94% 1225 Table 1.2.1 Teaching Aptitude of Secondary Teachers (Male and Female) Sl.No Group TA level Percentile Range Range of Scores No. % 1 Male Excellent P 90 and above Greater than 69 63.18 9.57% Good P 70 -P 90 57.58-63.17 152 21.08% Average P 30 -P 70 46.39-57.57 237 32.87% Low P 10 -P 30 38.93-46.38 201 27.88% Poor Below P 10 Less than 38.92 62 8.60% Total Scores 721 58.86% 2 Female Excellent P 90 and above Greater than 73 63.18 14.48% Good P 70 -P 90 57.58-63.17 124 24.60% Average P 30 -P 70 46.39-57.57 159 31.55% Low P 10 -P 30 38.93-46.38 131 25.99% Poor Below P 10 Less than 38.92 17 3.37% Total Scores 504 41.14% Table 1.2.2 Teaching Aptitude of Secondary Teachers (Qualification Wise). Sl.No Group 1. Under Graduate TA level Percentile Range of No. % Range Scores Excellent P 90 and above Greater than 00 63.18 00% Good P 70 -P 90 57.58-63.17 01 4.17% Average P 30 -P 70 46.39-57.57 06 25% Low P 10 -P 30 38.93-46.38 09 37.50% Poor Below P 10 Less than 08 38.92 33.33% 35

Total 24 Scores 1.96% 2. Graduate Excellent P 90 and above Greater than 63.18 72 9.54% Good P 70 -P 90 57.58-63.17 162 21.46% Average P 30 -P 70 46.39-57.57 258 34.17% Low P 10 -P 30 38.93-46.38 215 28.48% Poor Below P 10 Less than 48 38.92 6.36% Total Scores 755 61.63% 3. Excellent P 90 and above Greater than 63.18 70 15.69% Good P Post 70 -P 90 57.58-63.17 113 25.34% Average P Graduate 30 -P 70 46.39-57.57 132 29.60% Low P 10 -P 30 38.93-46.38 108 24.21% Poor Below P 10 Less than 23 38.92 5.16% Total Scores 446 36.41% Table 1.2.3 Teaching Aptitude of Secondary Teachers (Trained and Untrained) SL.NO TA Percentile Range of No % Group Level Range Scores Excellent P 90 and above Greater than 84 12.84% 63.18 1. Trained Good P 70 -P 90 57.58-63.17 162 24.77% Average P 30 -P 70 46.39-57.57 208 31.80% Low P 10 -P 30 38.93-46.38 162 24.77% Poor Below P 10 Less than 38 38.92 05.81% Total Scores 654 53.39% Excellent P 90 and above Greater than 63.18 58 10.16% Good P 70 -P 90 57.58-63.17 114 19.96% 2. Untrained Average P 30 -P 70 46.39-57.57 188 32.92% Low P 10 -P 30 38.93-46.38 170 29.77% Poor Below P 10 Less than 41 07.18% 38.92 Total Scores 571 46.61% 36

Table 1.2.4 Teaching Aptitude of Secondary Teachers (Humanities/Science & Computers/Commerce/Language and Others) sl.no Groups TA Percentile Range of No % Level Range Scores 1. Excellent P 90 and Greater than 85 12.57% Humanities above 63.18 Good P 70 -P 90 57.58-63.17 149 22.04% Average P 30 -P 70 46.39-57.57 219 32.39% Low P 10 -P 30 38.93-46.38 180 26.63% Poor Below P 10 Less than 43 06.36% 38.92 Total Scores 676 55.18% 2. Excellent P 90 and Greater than 54 11.49% Science/ Computers Good above P 70 -P 90 63.18 57.58-63.17 107 22.76% Average P 30 -P 70 46.39-57.57 155 32.98% Low P 10 -P 30 38.93-46.38 128 27.23% Poor Below P 10 Less than 26 5.53% 38.92 Total Scores 470 38.37% 3. Excellent P 90 and Greater than 03 7.69% Commerce above 63.18 Good P 70 -P 90 57.58-63.17 15 38.46% Average P 30 -P 70 46.39-57.57 09 23.08% Low P 10 -P 30 38.93-46.38 11 28.20% Poor Below P 10 Less than 01 02.56% 38.92 Total Scores 39 3.18% 4. Excellent P 90 and Greater than 00 0% Lang/ others Good above P 70 -P 90 63.18 57.58-63.17 05 12.50% Average P 30 -P 70 46.39-57.57 13 32.50% Low P 10 -P 30 38.93-46.38 13 32.50% Poor Below P 10 Less than 09 22.50% 38.92 Total Scores 40 3.27% Grand Total 1225 37

Table 1.2.5 Teaching Aptitude of Secondary Teachers (Age-wise) Sl.No Range Age 1. 2. 3. 4. A 1 (21-30) A 2 (31-40) A 3 (41-50) A 4 (51-60) of TA Percentile Range of No % Level Range Scores Excellent P 90 and above Greater than 43 12.36 63.18 % Good P 70 -P 90 57.58-63.17 88 25.29 % Average P 30 -P 70 46.39-57.57 104 29.88% Low P 10 -P 30 38.93-46.38 97 27.87% Poor Below P 10 Less than 16 04.60 38.92 % Total Scores 348 28.41% Excellent P 90 and above Greater than 52 11.61 63.18 % Good P 70 -P 90 57.58-63.17 114 25.45 % Average P 30 -P 70 46.39-57.57 147 32.81 % Low P 10 -P 30 38.93-46.38 112 25.00 % Poor Below P 10 Less than 23 05.13 38.92 % Total Scores 448 36.57% Excellent P 90 and above Greater than 35 10.83 63.18 % Good P 70 -P 90 57.58-63.17 95 29.41 % Average P 30 -P 70 46.39-57.57 109 33.75 % Low P 10 -P 30 38.93-46.38 54 16.72 % Poor Below P 10 Less than 30 09.28 38.92 % Total Scores 323 26.37% Excellent P 90 and above Greater than 12 11.32 63.18 % Good P 70 -P 90 57.58-63.17 20 18.87 % Average P 30 -P 70 46.39-57.57 36 33.96 % Low P 10 -P 30 38.93-46.38 29 27.36 % Poor Below P 10 Less than 09 08.49 38

38.92 % Total Scores 106 8.65% Grand Total Table 1.2.6 Teaching Aptitude of Secondary Teachers. (Experience Wise) Sl.No Range of TA Percentile Range of No % Experience. Level Range Scores 1. E1 Excellent P 90 and Greater 39 12.07% (0-5 Years) above than 63.18 Good P 70 -P 90 57.58-63.17 77 23.84% Average P 30 -P 70 46.39-57.57 100 30.96% Low P 10 -P 30 38.93-92 28.48% 46.38 Poor Below P 10 Less than 15 04.64% 38.92 Total Scores 323 26.37 % 2. E2 Excellent P 90 and Greater 34 15.96% (6-10 Years) above than 63.18 Good P 70 -P 90 57.58-63.17 55 25.82% Average P 30 -P 70 46.39-57.57 59 27.70% Low P 10 -P 30 38.93-55 25.82% 46.38 Poor Below P 10 Less than 10 04.69% 38.92 Total Scores 213 17.39% 3. E3 Excellent P 90 and Greater 42 9.68% (11-20 Years) above than 63.18 Good P 70 -P 90 57.58-63.17 104 23.96% Average P 30 -P 70 46.39-57.57 147 33.87% Low P 10 -P 30 38.93-46.38 112 25.81% Poor Below P 10 Less than 29 6.68% 38.92 Total Scores 434 35.43% 4. E4 Excellent P 90 and Greater 27 10.59% (21 and Above) above than 63.18 Good P 70 -P 90 57.58-63.17 40 15.69% Average P 30 -P 70 46.39-57.57 90 35.29% Low P 10 -P 30 38.93-73 28.63% 46.38 Poor Below P 10 Less than 25 9.80% 39

38.92 Total Scores 255 20.82% Grand Total Table 1.2.7 Teaching Aptitude of Secondary Teachers (SC/ST/OBC/Gen) SL.NO Groups 1. 2. 3. 4. SC TA Level Percentile Range Range of Scores No % Excellent P 90 and above Greater than 04 10.81% 63.18 Good P 70 -P 90 57.58-63.17 11 29.73% Average P 30 -P 70 46.39-57.57 09 24.32% Low P 10 -P 30 38.93-46.38 12 32.43% Poor Below P 10 Less than 38.92 01 2.70% Total Scores 37 3.02% Excellent P 90 and above Greater than 41 10.96% 63.18 ST Good P 70 -P 90 57.58-63.17 82 21.92% Average P 30 -P 70 46.39-57.57 132 35.29% Low P 10 -P 30 38.93-46.38 88 23.53% Poor Below P 10 Less than 38.92 31 08.29% Total Scores 374 30.53% Excellent P 90 and above Greater than 19 11.66% 63.18 Good P 70 -P 90 57.58-63.17 41 25.15% OBC Average P 30 -P 70 46.39-57.57 49 30.06% Low P 10 -P 30 38.93-46.38 46 28.22% Poor Below P 10 Less than 38.92 08 04.91% Total Score 163 13.31% Excellent P 90 and above Greater than 78 11.98% 63.18 Good P 70 -P 90 57.58-63.17 142 21.81% General Average P 30 -P 70 46.39-57.57 206 31.64% Low P 10 -P 30 38.93-46.38 186 28.57% Poor Below P 10 Less than 38.92 39 05.99% Total Scores 651 53.14% Grand Total 40

Table 1.2.8 Teaching Aptitude of Secondary Teachers (Government and Private). Sl.No Group TA Level Percentile Range Range of Scores No % 1. Excellent P 90 and above Greater than 117 11.11% Govt 63.18 Good P 70 -P 90 57.58-63.17 226 21.46 % Average P 30 -P 70 46.39-57.57 354 33.62% Low P 10 -P 30 38.93-46.38 284 26.97% Poor Below P 10 Less than 38.92 72 6.83% Total Scores 1053 85.96% 2. Excellent P 90 and above Greater than 25 14.53% Private 63.18 Good P 70 -P 90 57.58-63.17 50 29.06% Average P 30 -P 70 46.39-57.57 42 24.42% Low P 10 -P 30 38.93-46.38 48 27.91% Poor Below P 10 Less than 38.92 07 4.07% Total Scores 172 14.04% Grand Total 1225 Table 1.3.1 Difference between Male and Female Secondary Teachers in EI. Sl No. Groups N Mean SD df t Value Remarks 1 Male 721 132.36 13.59 1223 1.33 NS 2 Female 504 131.29 14.35 Table 1.3.2 Difference between Under Graduate, Graduate and Post Graduate Secondary Teachers with Respect to EI. Sl No. Groups N Mean SD df t Value Remarks 1 Under 24 126.92 10.15 777 1.42 Graduate NS 2 Graduate 755 131.05 14.16 3 Under Graduate 24 126.92 10.15 468 2.41 at 0.05 Level 41