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A Study of Emotional Intelligence of Secondary Level Students

Article · March 2017

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 ANNALS OF EDUCATION
e-ISSN: 2455-6726
Vol. 3(1), March 2017: 48-52
Journal’s URL: http://www.crsdindia.com/aoe.html Journal Impact Factor
Email: [email protected] (ISRA): 0.211
Published By: Council of Research & Sustainable Development

RESEARCH PAPER

A Study of Emotional Intelligence of Secondary Level Students

Antima Dwivedi and S.H. Qasim

Department of Education, SHUATS, Allahabad
Email: [email protected]
Received: 16th January 2017, Revised: 19th February 2017, Accepted: 23rd February 2017

ABSTRACT
Emotional intelligence is very important not only for employees but employers too. It increases productivity. But
if the teachers are not emotionally intelligent with their profession they cannot increase their performance and
thus to contribute to education in the country. The objective of the study was to measure the Emotional
intelligence of the secondary school teachers of CBSC and UP Board Allahabad city. The investigator selected the
sample through random sampling, 200 teachers were selected from secondary schools. To collect the data
researcher has used Teachers’ Emotional Intelligence Inventory constructed and standardized by S. Mangal. The
salient findings of the study was male and female are different in emotional intelligence and teachers of both
board are different in emotional intelligence.
Key words: Emotional Intelligence, Secondary Level Students, Education

INTRODUCTION
Emotional intelligence (EI) has recently emerged as one of the psychological construct. The concept
has also prospered due to both cultural trades and orientations that stress the previously neglected
role of the emotions and to increase efforts at standardized assessment of individual differences in
EI (Mayer, Salovey & Caruso, 2000). Common claims suggest that tests for emotional intelligence
are predictive of educational and occupational criteria, beyond that proportion of variance that
general intelligence ability predicts. Thus the field has increasingly important implication for
society, particularly in the impetus to improve educational functioning in real life. Proponents of EI
claim that individuals can enjoy happier and more fulfilled lives if they are aware of both their own
emotions and those of other people and able to regulate those emotions effectively. Another reason
for widespread of EI is the suggestion that EI gives hope for a more Utopian, classless society. We
are hired for our technical skills but fired for the lack of soft skills. Majority of the pupil are poor at
life skills because the society (especially the parents) has not bothered to teach the child the basic
skills of handling anger, or resolving them in a proper way. Much evidence shows that people who
knows and manage their fallings are at the advantage; whether in romance or intimate
relationships or in picking up the unspoken rules that govern in organizational politics.

EMOTIONAL INTELLIGENCE
Emotional intelligence refers to the ability to perceive, control, and evaluate emotions. Some
researchers suggest that emotional intelligence can be learned and strengthened, while other claim
it is an inborn characteristic. Since 1990, Peter Salovey and John D. Mayer have been the leading
researchers on emotional intelligence. In their influential article “Emotional Intelligence,” they
defined emotional intelligence as, “the subset of social intelligence that involves the ability to
monitor one's own and others' feelings and emotions, to discriminate among them and to use this
information to guide one's thinking and actions” (1990).
Salovey and Mayer proposed a model that identified four different factors of emotional
intelligence: the perception of emotion, the ability reason using emotions, the ability to understand
emotion, and the ability to manage emotions. According to Salovey and Mayer, the four branches of
their model are, "arranged from more basic psychological processes to higher, more
psychologically integrated processes. For example, the lowest level branch concerns the
Dwivedi & Qasim Annals of Education Vol. 3(1): March 2017

(relatively) simple abilities of perceiving and expressing emotion. In contrast, the highest level
branch concerns the conscious, reflective regulation of emotion" (1997).
Emotional hitelligence is a type of social intelligence that involves the ability to monitor one's own
and other's emotions, to discriminate among them, and to use this information to guide one's
thinking and action (Mayer and Salovey, 1993). In the present study, measures of deprivations are
used. It cannot be denied, however, that deprivation of specific experiences has differential effects
on behavior. Deprivation area need to specify and made measureable for isolating and determining
their differential effects on cognition. The results of the study indicate that prolonged experiential
deprivation may lead to impoverished growth of cognitive functions and that experiential
enrichment is essential for fuller psychological growth. But it is equally true that there is a long
way to go before psychologists can specify precisely the specific features of the environment that
promote or retard cognitive growth. It is clear, however, that the various aspects of environmental
stimulation are important and that these aspects differ from highly deprived to less deprived
groups.
Attempt should be made to develop effective intervention strategies on the basis of deprivational
background rather than membership of a specific caste or cultural group. Focus on maximum
utilization of existing potentials by treating individuals in terms of their own distinct abilities and
achievements are also needed. This involves assessment of potentials as well as adequate provision
of opportunities for a diversity of conditions suited to the diversity of individual abilities and
needs. Finally, it may be pointed out that deprivational effects are not limited to cognition only.
They also have motivational consequences which, in turn, may influence cognitive performance.
Therefore, an analysis of motivational concomitants of deprivation should be done while
investigating the cognitive effects of deprivation.
Devi & Rayula (2005) taken up a study to understand the emotional intelligence levels of
adolescents and to see the gender differences if any between adolescents boys and girls on total
emotional intelligence and its components and dimensions. Sample consisted of 224 adolescents
out of which 1 2 were and 112 were girls covering the age group of 15 to 18 years selected fi^om
co-educational junior college located in Hyderabad city. General Information Schedule was used for
collecting respondent's information and family background information. For measuring emotional
intelligence levels of adolescents Emotional Intelligence Inventory developed by the investigator in
2003 was used. Results of the study reveals majority of the boys and girls fell into an average and
above on emotional intelligence levels. Significant difference was noticed in interpersonal skill
component of boys and girls favoring girls. Results on dimension wise emotional intelligence
showed that girls surpass boys on self awareness, empathy, social responsibility and problem
solving. Adolescent boys and girls did show similar scores on other 11 dimensions of emotional
intelligence and on total emotional intelligence levels. Younger adolescents were higher on
interpersonal skills than older adolescents. Parker et al. (2003) conducted an investigation to
examine the relationship between emotional intelligence and academic achievement during the
transition fi-om high school to university. The results of the study revealed that academic success
was strongly associated with several dimensions of emotional intelligence. Bracket et al. (2003)
conducted an investigation to know the relation of emotional intelligence with everyday behaviour.
Findings revealed that women scored significantly higher in emotional intelligence than m.en.
Emotional intelligence however, was more predictive of Life Space criteria for men than for
women. Lower emotional intelligence in males, principally the inability to perceive emotions and to
use emotions to facilitate thought, was associated with negative outcomes, including 53 illegal drug
and alcohol use, deviant behaviour, and poor relations with friends. In this sample, emotional
intelligence was significantly associated with maladjustment and negative behaviours for college-
aged males, but not for females.
Various research findings reveal the study of emotional intelligence is determined by number of
factors. All these factors theoretical, emotional, aesthetical, social, political, religious values and
academic achievement and may be the major factors influence secondary level teachers towards
their teaching performance.

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Dwivedi & Qasim Annals of Education Vol. 3(1): March 2017

OBJECTIVES OF THE STUDY

The following objectives are determines for this study -
1. To compare the Emotional Intelligence of male teachers of CBSC and UP Board of secondary
schools.
2. To compare the Emotional Intelligence of female teachers of CBSC and UP Board of secondary
schools.
3. To compare the Emotional Intelligence of male and female teachers secondary schools.

RESEARCH HYPOTHESIS OF THE STUDY

The following Hypothesis are formulated for this study-
1. There is difference in Emotional Intelligence between male teachers of CBSC and UP Board of
secondary schools.
2. There is difference in Emotional Intelligence between female teachers of CBSC and UP Board
of secondary schools.
3. There is difference in Emotional Intelligence between male and female teacher’s of secondary
schools.

NULL HYPOTHESIS OF THE STUDY

The following Null Hypothesis are formulated for this study-
1. There is no difference in Emotional Intelligence between male teachers of CBSC and UP Board
of secondary schools.
2. There is no difference in Emotional Intelligence between female teachers of CBSC and UP
Board of secondary schools.
3. There is no difference in Emotional Intelligence between male and female teacher’s of
secondary schools.

METHOD OF THE STUDY

In this research Descriptive Survey Method was used.

POPULATION AND SAMPLE

All teachers of CBSC and UP Board of secondary schools of Allahabad city were considered as
population. The sample was selected by using random sampling technique. A sample of 100(50
Male and 50 female) teachers from CBSC Board and 100(50 Male and 50 female) teachers from UP
Board were selected for the present study.

TOOLS USED
The tool used for the present study was Teachers’ Emotional Intelligence Inventory constructed
and standardized by S. Mangal.

ANALYSIS AND INTERPRETATION

Objective 1: To compare the Emotional Intelligence of male teachers of CBSC and UP Board of
secondary schools.

Table 1: Mean, SD and t-ratio showing difference in Emotional Intelligence of male teachers of
CBSC and UP Board

Group No. Mean SD t-value

CBSC Board 50 889 12.954
UP Board 50 880.1 13.374 2.033*
*.05 level of significance
From the table-1 it is clear that the calculated value of t-ratio 2.033 is greater than the table value
of t-ratio at .05 level of significance. Therefore the research hypothesis is accepted that is ‘there is
difference in Emotional Intelligence between male teachers of CBSC and UP Board of secondary

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Dwivedi & Qasim Annals of Education Vol. 3(1): March 2017

schools’ and the null hypothesis is rejected at .05 level of significance that is ‘There is no
difference in Emotional Intelligence between male teachers of CBSC and UP Board of secondary
schools’. For the above result the many reasons may be possible.

Objective 2: To compare the Emotional Intelligence of female teachers of CBSC and UP Board of
secondary schools.

Table 2: Mean, SD and T-ratio showing difference in Emotional Intelligence of female teachers of
CBSC and UP Board

Group No. Mean SD t-value

CBSC Board 50 887.05 13.32
3.16*
UP Board 50 874.23 21.61
*.05 level of significance
The table indicates that the ‘t’ value is 3.18 and 0.050 significant level. Therefore we can conclude
that the hypothesis that ‘There is difference in Emotional Intelligence between female teachers of
CBSC and UP Board of secondary schools is accepted and null hypothesis that is ‘There is no
difference in Emotional Intelligence between female teachers of CBSC and UP Board of secondary
schools’ is rejected.The finding of result show that there is significant difference between
Emotional Intelligence of CBSC and UP Board Female teachers.

Objective 3: To compare the Emotional Intelligence of male and female teacher’s secondary
schools.

Table 3: Mean SD and T-ratio showing difference in Emotional Intelligence of male and female
teacher’s secondary schools

Group No. Mean SD t-value

Male 100 879.2 19.996
Female 100 869.25 19.24 2.109*
*.05 level of significance
From the table-3 it is clear that the calculated value of t-ratio 2.109 is more than the table value of
t-ratio at .05 level of significance. Therefore the null hypothesis is rejected that is ‘There is no
difference in Emotional Intelligence between male and female teacher’s of secondary schools and
the research hypothesis is accepted at .05 level of significance that ‘There is difference in
Emotional Intelligence between male and female teacher’s of secondary schools.’ Therefore we
can say that the male teachers of secondary schools are more emotionally mature than female
teachers of secondary schools.

CONCLUSION
The variables of psychological such as Emotional Intelligence play an important role for teaching
better teaching performance. The Emotional Intelligence should be improved in the teachers by
having lovingly, cooperative and helpful should provide the environment to teach better condition.
For better teaching performance we should control our emotions and having positive nature.
Emotional intelligence is significantly correlated with academic achievement. School leaders must
begin to change the school culture by promoting and sustaining emotional intelligence curriculum
in schools. The school culture should not dictate leadership, but, rather, leadership should help to
create the culture and climate of schools.

REFERENCES
1. Bar-On R. (1997): 'Emotional Quotient Inventory (EQ-i): Multi-Health Systems', Technical Manual. Toronto, Canada:
Multi-health Systems Inc.
2. Chawla H., Pannu R. and Bhullar G.S. (2011): General intelligence, emotional intelligence and scholastic achievement
of commerce 10+2 grade students. Journal of Community Guidance & Research, 28(3): 476-782.
3. Goleman D. (1995): Emotional Intelligence: Why it can matter more than IQ. New York: bantam Books. P. 36

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 Dwivedi & Qasim Annals of Education Vol. 3(1): March 2017
4. Hassan A., Sulaiman T. and Ishak R. (2009): Philosophy underlying emotional intelligence in relation to level of
curiosity and academic achievement of rural area students. Journal of Social Sciences, 5(2): 95-103.
5. Rani R. (2011): Emotional intelligence and academic achievement of visua!l> disabled students in integrated and
segregated schools. Disabilities and Impairments, 25(1-2): 44-50.
6. Subramanyam K. and Rao K.S. (2008): Academic Achievement and Emotional Intelligence of Secondary School
Children. Journal of Community Guidance & Research, 25(2): 224-228.
7. Woolfolk A. (2004): Educational Psychology (9* Ed.). Boston: Pearson.

How to cite this article:

Dwivedi A. and Qasim S.H. (2017): A Study of Emotional Intelligence of Secondary Level Students.
Annals of Education, Vol. 3[1]: March, 2017: 48-52.

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