Emotional Intelligence of Teacher Trainees

Emotional Intelligence of Teacher Trainees S. Jerslin 1 and Dr. N. Devaki 2 1 (Research Scholar, Department of Education, Gandhigram Rural Institute-Deemed University) 2 (Assistant Professor, Department of Education, Gandhigram Rural Institute-Deemed University) Abstract: Emotional Intelligence denotes the ability to understand and regulate others as well as one s own emotions. People who have control over their life can manage their feelings, and can read and deal effectively with other people s feelings while the people who cannot have control over their emotional life fight inner battles that sabotage their ability to focus on work and think clearly (Goleman 2000). As teachers deals with the heart of the children directly, the authors took the teacher trainees as their sample to measure the Emotional Intelligence. Teachers are the shapers of students. An emotionally intelligent teacher trainee can produce an emotionally intelligent teacher. Hence the teacher trainees play a vital role in developing and sustaining Emotional Intelligence. On the backdrop, the investigators attempted this study which is more essential in the present scenario of the education system to cater the student community in an effective manner. Here in our study the authors took M.Ed students of Gandhigram Rural Institute-Deemed University to study the Emotional Intelligence. Keywords: Emotional Intelligence, Teacher trainees, Domains. I. INTRODUCTION Emotional Intelligence is considered to be the most important determinant of success in professional and personal life among human beings. Convincing research from cognitive psychology, studying the relation between cognition and emotion led to the development of a novel concept, Emotional Intelligence. Emotional Intelligence is considered to be the most important factor to success. Emotional Intelligence includes self awareness, self-management, self-motivation, empathy and social skills (Goleman 2000). Emotional Intelligence links academic knowledge to certain sets of skills which is essential in schools, colleges, homes, workplaces, communities and lives. It is found that if IQ (Intelligence Quotient) predicts 20% for success, remaining 80% lies on other factors like Emotional Intelligence and etc (Goleman). The trainee means a person who is learning and practising the skills of a particular job. In this study the target group studied Master of Education (M.Ed) programme in Gandhigram Rural Institute- Deemed University in the year 2014 to 2015. II. NEED AND SIGNIFICANCE OF THE STUDY Schools have a vital role in preparing students to develop social skills like Emotional Intelligence. In order to achieve this, teachers need to be equipped with Emotional Intelligence. This will help the teachers to practice a set of skills needed to successfully manage the life tasks such as learning, forming relationships, communicating effectively, being sensitive to others needs and getting along with others (Devaki 2016). Teachers have the predominant role in shaping the behaviour and character among the students by inculcating self-awareness, motivation and empathy. So teachers need to practice these skills during the pre-service period. The present study is an attempt to investigate the Emotional Intelligence of teacher trainees and to know the effect on the dimensions of Emotional Intelligence. I the next section the Emotional Intelligence framework developed by Bhattacharya is described, its importance its importance with teachers Emotional Intelligence is assessed and potential questions such as the Emotional Intelligence of teacher trainees with respect to gender and the relationship between the domains of Emotional Intelligence and gender are identified. Then after the methodology used in the research is described and then the findings are reported. The educational implications identify which domains are the most and least. So far no study in this area is done on this institution regarding teacher trainees this study has an unique value to explain the Emotional Intelligence of teacher trainees an d the domains of Emotional Intelligence with respect to gender. OBJECTIVES The objectives of the study are To find an individual s total Emotional Intelligence score. To interpret the score of each of the five domains of Emotional Intelligence. HYPOTHES ES 1. There is no significant difference in the mean scores of Emotional Intelligence. 2. There is no significant difference in the mean scores of the five domains of Emotional Intelligence. 2a. There is no significant difference in the mean scores of appraisal of negative emotions with respect to gender. www.indusedu.org Page 29

2b. There is no significant difference in the mean scores of appraisal of positive emotions with respect to gender. 2c. There is no significant difference in the mean scores of interpersonal conflict and difficult management with respect to gender. 2d. There is no significant difference in the mean scores of interpersonal skill and flexibility with respect to gender. 2e. There is no significant difference in the mean scores of emotional facilitation and goal orientedness with respect to gender. 3. There is no significant difference between male and female in the domains of Emotional Intelligence. SAMPLE The present study was conducted among 30 M.Ed teacher trainees of Gandhigram Rural Institute- Deemed University, Gandhigram. Gandhigram is located in Dindigul district of Tamilnadu, India. In the Department of Education of this university, 37 students were studying M.Ed programme during the year 2014 and 2015. Of them 30 teacher trainees were taken as random sampling technique for the present study. TOOL Bhattacharya Instrument on Emotional Intelligence scale (BEIS) was taken as a tool for this present study. This scale evolved the following factors of Emotional Intelligence: appraisal of negative emotions, appraisal of positive emotions, inter personal conflict and difficulty, interpersonal skill and flexibility and emotional facilitation and goal orientedness. Dr. Mousumi S Bhattacharya developed this tool in the year 2003. To see an individual s total Emotional Intelligence score, each statements were read carefully and marked with the letter (A to E) corresponding to the agreement or disagreement for the student teacher s behaviour and feeling. Then put the value for each letter. The reversed scored items (as mentioned in the scale) are to be given reverse value. Then values for all the 40 items were added up to get one s Emotional Intelligence quotient score. One can score maximum 200 and minimum 40 in the BEIS-In. More the score is higher the Emotional Intelligence will be. One can classify him/her according to the Emotional Intelligence quotient score. For the scores of other domains the same procedure is followed (Mousumi S. Bhattacharya and Nilanjan Sengupta 2007) PROCEDURE The data was collected from thirty M.Ed students of 2014-15 Batches. 30 teacher trainees were taken as randomly. All the doubts are clarified before and during the time of administration. After this survey all the response sheets were collected for analyzing the data. III. DATA ANALYSIS Bhattacharya focus on certain categories that would help to evaluate Emotional Intelligence in individuals. They are appraisal of negative emotions, appraisal of positive emotions, interpersonal conflict and difficulty, interpersonal skill and flexibility and emotional facilitation and goal orientedness. Based on this, questionnaires were given to 30 M.Ed students to analyze their Emotional Intelligence and its domains. The data were collected and results were tabulated. The percentage analysis and t test was adopted in this case to analyze the data. Testing of Hypothesis 1 Table1: EMOTIONAL INTELLIGENCE SCORES 1. Above 150 More than 75% Extremely High - - - - 2. 111-150 55-75% High 10 100 19 95 3. 81-110 40-55% Average - - 1 5 Table1 infers the total Emotional Intelligence of M.Ed students. It depicts that 100% of male and 95% of female teacher trainees possess high emotional intelligence respectively. There is no one in the extremely high range. www.indusedu.org Page 30

Figure1: Emotional Intelligence The above figure depicts the total Emotional Intelligence of both male and female student teachers. 100% of male and 95% of female teacher trainees got high emotional intelligence respectively. None of the male and female teacher trainees possess extremely high emotional intelligence. 5% of female teacher trainees and none of the male teacher trainee posses average emotional intelligence. It was also found that the emotional intelligence of student teachers was high (Jerslin & Devaki 2015). So we have to accept the null hypothesis. It was found that the prospective teachers do not interact significantly towards overall Emotional Intelligence with respect to their gender and stream (Monica Gupta 2014). All male and female teacher trainees possess high Emotional Intelligence. Hence, the null hypothesis is accepted. Testing of Hypothesis 2a Table2 APPRAISAL OF NEGATIVE EMOTIONS SCORES 1. Above 49 More than 75% Extremely high - - 3 15 2. 39-49 55-75% High 10 100 11 55 3. 13-26 40-55% Average - - 6 30 Table2 reveals that 100% of male students from the total population were in high Appraisal of Negative Emotions. Fifteen percentages of the female teacher trainees were in extremely high Appraisal of Negative Emotions, 55% were in high and 30% were in average Appraisal of Negative Emotions. Male teacher trainees showed a better result than girl prospective teachers. No male teacher trainees showed average Appraisal of negative emotions. Figure2: Appraisal of Negative Emotions Figure 2 shows us that 100% of male student teachers have got high apprais al of negative emotions. And 55% of female student teachers have got high appraisal of negative emotions. Hypothesis 2a states that there is no difference in the domain scores with respect to gender. As we see the above table and figure, we can see the difference in the mean scores of appraisal of negative emotions between male and female teacher trainees. 15% of female and 0% of male teacher trainees got extremely high appraisal of negative emotions respectively. 55% of female and 100% of male teacher trainees got high appraisal of negative emotions respectively. And 30% of female and 0% of male teacher trainees got average appraisal of negative emotions respectively. From this we can infer that there is significant difference in the mean scores of appraisal of negative emotions with respect to gender. Hence, the hypothesis is rejected and there is significant difference between male and female teacher trainees with respect to appraisal of negative emotions. Testing of Hypothesis 2b www.indusedu.org Page 31

SCORES Table3: APPRAIS AL OF POS ITIVE EMOTIONS 1. Above 38 More than 75% Extremely High 2 20 4 20 2. 28-38 55-75% High 5 50 14 70 3. 20-28 40-55% Average 3 30 2 10 Twenty percentages of male student teachers were in extremely high Appraisal of positive emotions, 50% were in high and 30% were in average position. 20% of female teacher trainees were in extremely high, 70% were in high and 10% were in average position. It is the first component of Emotional Intelligence. The future teachers should know their pros and corns before going to class. Appraisal of positive emotions is important for the teacher trainees to enhance their Emotional Intelligence. Figure3: Appraisal of Positive Emotions Figure3 explains that 70% of the female teacher trainees got high appraisal of positive emotions. But only 50% of male teacher trainees got high appraisal of positive emotions. 30% of male teacher trainees got average appraisal of positive emotions. 10% of female teacher trainees got average appraisal of positive emotions. Both gender got the same score (20%) in extremely high appraisal of positive emotions. Appraisal of positive emotions has different scores for both male and female prospective teachers. Male got 20%, 50% and 40% and female got 20%, 70% and 10% in the extremely high, high and average scores respectively. Hence, the null hypothesis ( 2b) there is no significant difference in the appraisal of positive emotions with respect to gender is rejected. Testing of Hypothesis 2c Table4: INTERPERS ONAL CONFLICT AND DIFFICULTY SCORE 1. Above 38 More than 75% Extremely High - - 1 5 2. 28-38 55-75% High 7 70 13 65 3. 20-28 40-55% Average 3 30 6 30 Seventy percentages of the male student teachers possess high interpersonal conflict and difficulty, 30% of them got average and none possess extremely high. In the case of female student teachers 5% of them possess extremely high interpersonal conflict and difficulty, 65% of them are in high and 30% in average interpersonal conflict and difficulty. Interpersonal conflict and difficulty management explains the relationship between persons. Battacharya categorize this as a subcomponent of social skill. For M.Ed teacher trainees, interpersonal conflict and difficulty management is very important. The students and staff may be from different background. To handle the problems created by them, to run a peaceful atmosphere, to have a congenial relationship with the head of the institution the prospective teacher should be well versed in interpersonal conflict and difficult management. More than 50% percentage of the teacher trainees (both male and female) had high score in this dimension. www.indusedu.org Page 32

Figure4: Interpersonal Conflict And Difficult Management The above figure tells us that 70% and 65% of male and female teacher trainees possess high interpersonal conflict and difficu lt management. 30% of both genders possess average interpersonal conflict and difficult management. 5% of female and 0% of female teacher trainees possess extremely high interpersonal conflict and difficult management. The hypothesis 2c, there is no significant difference in the mean scores of interpersonal conflict and difficult management with respect to gender. From table 4 and figure 4 we infer that there is significant difference in the mean scores of interpersonal conflict and difficult management. Testing of Hypothesis 2d Table5: INTERPERS ONAL S KILL AND FLEXIBILITY SCORE 1. Above 38 More than 75% Extremely high 1 10 5 25 2. 28-38 55-75% High 8 80 13 65 3. 20-28 40-55% Average 1 10 2 10 Teacher trainees have to interact with their colleagues, students, parents and their heads. Unless they have the interpersonal skill and flexibility they are unable to face the future students. In the present study, 10% of the male student teachers possess extremely high interpersonal skill and flexibility, 80% possess high and 10% possess average. In the case of female teacher trainees, 25% possess extremely high, 65% possess high and 10% possess average interpersonal skill and flexibility. Figure6: Interpersonal Skill and Flexibility Figure-6 depicts that male possess 80% of male and 65% of female teacher trainees possess high interpersonal skill and flexibility respectively. 25% of female and 10% of male possess extremely high interpersonal skill respectively. Hypothesis 2d states that there is no significant difference in the mean scores of in terpersonal skill and flexibility with respect to gender. Regarding table 5 and figure 5, this null hypothesis is rejected. Testing of Hypothesis 2e Table6: EMOTIONAL FACILITATION AND GOAL ORIENTEDNESS SCORE 1. Above 38 More than 75% Extremely high 4 40 12 60 2. 28-38 55-75% High 6 60 8 40 3. 20-28 40-55% Average - - - - www.indusedu.org Page 33

Emotional facilitation and goal orientedness is the last dimension of emotional intelligence of Bhattacharya. Emotional facilitators handle the emotional hijacking situations in a smooth way. Whatever may be the external pressures, external outbursts or inner pressures, they stand firm to face the problem in an eas y way. Forty percentages of the male teacher trainees possess extremely high and 60% of them possess high emotional facilitation and goal orientedness. Sixty percentages of female pre service student teachers have extremely high and 40% have high Emotional facilitation and goal orientedness. Figure6: Emotional Facilitation and Goal Orientedness It is clear from the above figure that 60% of female and 40% of female student teachers acquire extremely high emotional facilitation and goal orientedness respectively. 60% of male and 40% of female student teachers acquire high emotional facilitation and goal orientedness. Hypothesis 2e states that there is no significant difference in the mean scores of Emotional facilitation and goal orientedness. Table 6 and figure 6 reveal that the null hypothesis is false. So we reject the null hypothesis. Testing of Hypothesis 3 Table7: Comparison of Emotional Intelligence s Domains DIMENSIONS OF EMOTIONAL INTELLIGENCE Appraisal of Negative Emotions MALE N=10 FEMALE N=20 Mean SD Mean SD 40.60 4.142 41.55 9.195 0.372 CALCULATED t VALUE Appraisal positive 34.40 6.168 34.15 5.537 0.108 Emotions Interpersonal Conflict 18.90 2.767 18.95 3.456 0.043 and Difficulty Interpersonal Skill and 20.60 2.716 21.90 3.019 1.184 Flexibility Emotional Facilitation and Goal Orientedness 18.70 3.268 18.95 2.969 0.204 The corresponding t table value for N=10 and N=20 are 1.833 and 1.699 for t.95. The calculated t value is lesser than the tabulated t value for all the domains of Emotional Intelligence. Hence the investigators predict that there is no significant difference between male and female student teachers in their Domains of Emotional Intelligence. Hypothesis-3 states that there is no significant difference between male and female student teachers in their domains of Emotional Intelligence. Hence the null hypothesis is accepted. According to the findings of Thomas and Balasarawathi, it was proved that there is no significant difference among boys and girls teacher trainees in their Emotional Intelligence and its domains (Thomas and Balasaraswathi 2013). Muthusami M & Dr.K.Jeyaraman (2013)predicted from their studies that there is no significance between male and female students in their Emotional Intelligence. Srikala Ednnur(2010) investigated that there is no significance difference between male and female in self-awareness, self- management, social awareness, social skill and Emotional Intelligence. IV. FINDINGS 1. There is significant difference in the total Emotional Intelligence score between male and female. 2. There is significant difference in the mean scores of appraisal of negative emotions with respect to gender. www.indusedu.org Page 34

3. There is significant difference in the mean scores of appraisal of positive emotions with respect to gender. 4. There is significant difference in the mean scores of interpersonal conflict and difficult management with respect to gender. 5. There is significant difference in the mean scores of interpersonal conflict and difficult management with respect to gender. 6. There is significant difference in the mean scores of interpersonal skill and flexibility with respect to gender. 7. There is significant difference in the mean scores of emotional facilitation and goal orientedness with respect to gender. 8. There is significant difference between male and female in the Emotional intelligence domains V. EDUCATIONAL IMPLICATIONS 1. All male teacher trainees (100%) possess high emotional intelligence. 95% of female student teachers have high emotional intelligence. This shows a good result in emotional maturity of both the teacher trainees. 2. All the male (100% ) teacher trainees have high appraisal of negative emotions. Whereas 15% of female teacher trainees have extremely high, 55% possess high and 30% possess average appraisal of negative emotions. This shows that female teacher trainees have less negative emotions than the male teacher trainees. 3. Next to appraisal of negative emotions interpersonal skill is in the second place of all the four domains of Emotional Intelligence. Both genders have good interpersonal skill which is very essential for the present student teachers to freely interact with the student community, parents colleague and society. 4. Appraisal of positive emotions and Interpersonal conflict management stands third. The female student teachers are higher than the male in these two domains. This implies that they can very well manage any toughest situations. 5. In Emotional Facilitation and Goal orientedness the female student teachers are higher than the male. This depicts that the female teacher trainees are forward looking to finish what they expect in life. VI. CONCLUSION The teachers of today are subjected to tremendous pressure in their professional life. If they are to face the problems of their professional life with confidence and courage, a basic knowledge and discipline in service are essential(mangal S.K 2013). A positive attitude towards life and high level of Emotional Intelligence provides a new way to understand and assess people s behaviours, management styles, attitudes and interpersonal skills; potential and optimum levels of stress will help a person to cope with his/her personal and professional life, which results in good performance in his/her job. A teacher should have high Emotional Intelligence because it links strongly with concepts of love and spirituality, bringing compassion and hu manity to work. Becoming a successful teacher, the pre service teachers should possess these necessary skills to overcome any barriers in their life and others life. Thus this article reveals that the total Emotional Intelligence of the pre service teachers are the same, there is difference in the domain scores of Emotional Intelligence and there is no significant difference in the domain scores between male and female student teachers. VII. REFERENCES [1] Devaki.N. (2016), Emotional Intelligence to Promote Personal Growth and Peace among School Teachers, Gujarat Manovigyan Darshan(Journal of Psychology and Education), Vol:22, No: 26, Pages No: 30 to 36. [2] Mangal S.K. (2013) Essentials of Educational Psychology, PHI Learning Pvt limited, New Delhi. [3] Daniel Goleman,(2000), Emotional Intelligence Why it can Matter More than IQ,Bantam Books, New York. [4] Mousumi.S. Bhattacharya and Nilanjan Sengupta (2007), Excel books, New Delhi. [5] Jerslin.S, Devaki.N. (2015) Emotional Intelligence of Teacher Trainees-Reducing Vulnerabilities and Building Resilience, Authors Press, New Delhi. [6] Monica Gupta(2014) Emotional Intelligence of Prospective Teachers in Relation to their Gender, Stream and Social Category, An Internationl Peer Reviewed Scholarly Research Journal for Inter disciplinary Studies. [7] MuthusamyM. And Jeyaraman K.(2013), Relationship between Emotional Intelligence and Achievement of Teacher Trainees, International Journal of Innovative Research and Development, Vol 2, Issue 10. [8] Balasaraswathi M. And Thomas D.(2013) A Study on Emotional Intelligence of Primary SchoolTeacher Trainees, Scholarly Research Journal for Humanity Science and English Language, Vol i, Issue I, PP 28-34. [9] Sreekala Edannur,(2010) Emotional Intelligence of Teacher Educators, International Journal of Educational Science, Vol; 2(2), Page No 115-121. www.indusedu.org Page 35