scholarly journals A Study on the Impact of Emotional Intelligence on Occupational Stress of Secondary School Teachers

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Ayesha Anjum ◽  
Dr. P Swathi
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Occupational Stress ◽  
Secondary School Teachers ◽  
The Body ◽  
Stress Index ◽  
School Teachers ◽  
Significant Difference ◽  
The Impact ◽  
High Emotional Intelligence

Emotional Intelligence (EI) refers to “The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” (Goleman, 1995). Occupational stress is the stress that an employee experiences due to his occupation. It is also called as Work Stress. Stress is the response of the body in a threatening situation. The objective of the study is to find out the relationship between emotional intelligence and occupational stress among secondary school teachers. In the present study, the sample consists of 60 secondary school teachers’ from Hyderabad within the age range of 20 to 60 years. They were divided into 30 teachers with high emotional intelligence and 30 with low emotional intelligence using emotional intelligence scale by Shutte, 1998. Then, the occupational stress index was administered to these two groups. Correlational Analysis and t-ratio was used to test the significant difference between both groups. The result shows that there is a difference of occupational stress levels in the two groups. It was proved that teachers with low emotional intelligence have high levels of occupational stress and the teachers with high emotional intelligence have low levels of occupational stress. The results also show a negative correlation between emotional intelligence and stress.

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals TEACHER EFFECTIVENESS AND EMOTIONAL INTELLIGENCE OF GOVERNMENT SECONDARY SCHOOL TEACHERS

2021 ◽  
Vol 9 (46) ◽  
pp. 11413-11421
Author(s):  
Lokanath Das ◽  
Sanjukta Bhuyan
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Personal Data ◽  
Educational Standards ◽  
School Teachers ◽  
Intelligence Scale ◽  
The Relationship ◽  
High Emotional Intelligence

The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using Teacher Effectiveness Scale by Pramod Kumar and D.N. Mutha (1974),Modified version of Emotional Intelligence Scale by Krishnappa V.K. (2008) and self made personal data sheet. The collected data were analyzed by using Mean, SD, t- test and Pearson’s Product Moment Correlation and the findings revealed that (i) Government Secondary School Teachers of different academic stream do not differ both in Teacher Effectiveness and Emotional Intelligence. (ii) There is no significance of difference between Male and Female government Secondary School Teachers both in Teacher Effectiveness and Emotional Intelligence. (iii) There is no relationship between Teacher Effectiveness and Emotional Intelligence.

scholarly journals Emotional Intelligence of Secondary School Teachers and Socio-Demographic Factors Nexus: An Empirical Investigation in the District Vehari

2021 ◽  
Vol 58 (2) ◽  
pp. 4936-4952
Author(s):  
Hafsah Batool Lahore, Nabeela Nazly
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Survey Method ◽  
Self Awareness ◽  
School Teachers ◽  
Five Factors ◽  
Significant Difference ◽  
Base Study ◽  
Socio Demographic Factors

The study was aimed to investigate the emotional intelligence of secondary school teachers. The descriptive research design was used in this study. Further, Survey method was applied to collect data using questionnaire. It was quantitative analysis base study. Secondary school teachers i.e. 890 of district Vehari were the population of the study out of whom 267 teachers were selected as sample. The sample was selected using cluster random sampling. Daniel Goleman (1995) was developed a structured questionnaire that is used in this study. It was consisted of 50 statements under five factors of EI i.e. self-awareness, managing oneself, managing emotions, empathy, and social skill. Th,e piloting of the instrument was also done. Cronbach Alpha value was found to be 0.74. The data were collected by the researcher herself and with the help of friends. The response rate was 93.6%. SPSS was used for database development and analysis. No significant difference was found between age, gender and experience for five factors of emotional intelligence. It was recommended that there should be a training program to develop EI in teachers.  

scholarly journals A Study on Emotional Intelligence of Higher Secondary School Teachers in Chengalpattu District

2020 ◽  
Vol 9 (1) ◽  
pp. 146-151
Author(s):  
G Bhuvaneswari ◽  
D Baskaran
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Survey Method ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference ◽  
Proper Training ◽  
Intellectual Capacity ◽  
Emotional Intelligence Inventory

In this paper, the investigator indicates the emotional intelligence plays an important role in life and contributes to the personal and social development of an individual. There is something beyond the intellectual capacity, which determines the success of a person. A survey of the study of emotional intelligence of the higher secondary school teachers should be analyzed and the investigator has launched the investigation. The sample was limited to 350 higher secondary school teachers only. The study was restricted to higher secondary Teachers only. The study was restricted to Chengalpattu Educational District only. Only the survey method is used to collect data. The Emotional Intelligence Inventory tool was used in the study. The tool was designed and developed by Thomas Alexander (2004). The investigator used the ‘test-retest’ method in establishing the reliability of the tool on emotional intelligence. The responses of both the test and retest were scored and the Correlation Coefficient of 0.74 was found between the test and retest. The means score value of male teachers 55.15 and the means score value of female teachers is 56.64. The table value 1.96 is lesser than the calculated value t value. There is no significant difference between male and female higher secondary school Teachers in their Emotional Intelligence. Hence the null hypothesis is accepted. Teachers also should have proper training in developing their Emotional Intelligence and in improving their Social attachment.

scholarly journals PREDICTION OF THE RISK OF EMOTIONAL BURNOUT AMONG SECONDARY SCHOOL TEACHERS

2021 ◽  
Vol 9 (3) ◽  
pp. 289-299
Author(s):  
M.M. Pronicheva ◽  
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Occupational Stress ◽  
Secondary School Teachers ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Self Assessment ◽  
General Index ◽  
Index Of Severity ◽  
Emotional Burnout

The present study aims to identify the informative clinical and psychological variables for assessing the risk of emotional burnout syndrome among secondary school teachers. The relevance of the discussed issues is justified by statistical data of burnout among teachers and its consequences. Eighty-two teachers of secondary schools in Moscow, Chekhov and Saratov aged 21 to 66 years (average age of the group 46.81 ± 10.19) took part in the study. The diagnostic complex included methods for assessing the degree of emotional burnout; revealing the manifestations of stress; determining the features of emotional intelligence; analysis of empathic tendencies; self-assessment of the level of ontogenetic reflection; as well as determining indicators of a symptomatic response to stressful situations. The prognostic value of the indicators of the following questionnaires was revealed: Test for occupational stress, Symptomatic questionnaire SCL-90-R, Comprehensive assessment of manifestations of stress Yu.V. Shcherbatykh, D.V. Lyusin Emotional Intelligence Test, Self-assessment of the level of ontogenetic reflection. It was concluded that when assessing the psychological state of the teacher, it is necessary to pay attention to the indicators reflecting the symptomatology and intensity of experienced distress; emotional experiences corresponding to negative affective states. It is also necessary to take into account indicators reflecting the level of professional stress and the ability to analyze one’s past experience in terms of its success/failure. The combination of high scores on the scales “general index of severity of symptoms” and “self-assessment of the level of ontogenetic reflection” indicate the risk of developing burnout syndrome in teachers. In addition, the risk of emotional burnout can be talked about when, according to the results of psychodiagnostic examination, high scores are found on the scales “general index of severity of symptoms”, “occupational stress” and low scores on the scale “hostility”.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

scholarly journals Assessment of intercultural competence of vocational teachers in Croatia

2015 ◽  
Vol 21 (4) ◽  
pp. 37-51
Author(s):  
Višnja Rajić ◽  
Tomislav Rajić
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Secondary School Teachers ◽  
Vocational Teachers ◽  
School Teachers ◽  
Self Assessment ◽  
New Era ◽  
Significant Difference ◽  
The Republic ◽  
Academic Year

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

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