A COMPARATIVE STUDY OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND TEACHER EFFECTIVENESS OF DEGREE AND B.ED. COLLEGE TEACHERS OF RAJASTHAN IN RELATION TO GENDER

A COMPARATIVE STUDY OF THE RELATIONSHIP

BETWEEN EMOTIONAL INTELLIGENCE AND TEACHER

EFFECTIVENESS OF DEGREE AND B.ED. COLLEGE

TEACHERS OF RAJASTHAN IN RELATION TO GENDER

MAMTA RANI

Research Scholar, Maharaja Ganga Singh University, Bikaner.

Abstract:

This study aimed to find out relationship and difference between emotional

intelligence and teacher effectiveness of degree and B.Ed. college teachers of Rajasthan.

The Emotional Intelligence Scale by Dr.Vinit Khera, Ms.Puja Ahuja and Ms.Sarabjit

Kaur was used to assess the emotional intelligence. To assess the teacher effectiveness of

degree and B.Ed. college teachers of Rajasthan the Teacher Effectiveness Scale by

Dr.Shallu Puri and Prof. S.C. Gakhar was used. The scale was administered on 160

degree and B.Ed. college teachers. The present study revealed that there is no significant

relationship between emotional intelligence and teacher effectiveness of degree and

B.Ed. college teachers of Rajasthan.

INTRODUCTION
The issue of emotional well-being of teachers is being addressed more and more these days. There
is a talk of teaching emotional and social learning skills to teachers in training. The influence of western
culture, media exposure, easy access through internet and mobile has come to us with their advantages as
well as disadvantages. In these days the children are getting into violence, drug abuse, crime and other
related problems. These problems can be minimized if the teachers are sensitized towards the emotional
void that these children have.
When the security and warmth of the family is lacking as a result of consumerist and commercial
society the role of teacher becomes all the more important in the light of the emotional needs of the students
in the school/ college. Teachers can no longer afford to overlook this part of their duty.
Researches have shown that Teacher Effectiveness is one of the most important variables
consistently related to positive teaching and student learning outcomes.
Research findings by Gibson and Dembo (1984) have proved that teachers with high emotional
intelligence are better equipped to keep their students engaged in learning activities. They are able to spend
more time with the students monitoring their work. On the other hand, teachers with low emotional
intelligence lack in perseverance and give negative feedback to students.
According to the findings of Emmer and Hickman (1991) emotionally intelligent teachers are
more effective in classroom management techniques and are thus, fully equipped to deal with difficult
situations.
Bansibihari and Surwade (2006) are of the view that emotional intelligence of a teacher increases
the achievement motivation, optimism, joy and purpose of learning by students while decreasing violence,
depression and isolation in them. Teaching carried out by emotionally matured teachers would be more
stable than that of emotionally immature or unstable teachers.
Thus it can be said that teachers who are emotionally mature are generally self-aware, can make

communicate well and can build trust in others. Emotionally matured teachers have the capacity to
recognize their strengths and weaknesses and can take responsibility for their actions. They can be assertive
without being insulting and know when to lead and when to follow. They are effective as leaders and resolve
conflicts. Therefore emotionally matured teachers can think, feel as well as act better and facilitate learning
by the child :
Feel Good = Learn Good
OBJECTIVES
1.To study overall relationship between Emotional Intelligence and Teacher Effectiveness of degree
college teachers of Rajasthan.
2.To study overall relationship between Emotional Intelligence and Teacher Effectiveness of B.Ed. college
teachers of Rajasthan.
3.To study Emotional Intelligence of male and female teachers of degree colleges of Rajasthan.
4.To study Emotional Intelligence of male and female teachers of B.Ed. colleges of Rajasthan.
5.To study Teacher Effectiveness of male and female teachers of degree colleges of Rajasthan.
6.To study Teacher Effectiveness of male and female teachers of B.Ed. colleges of Rajasthan.

HYPOTHESES
1.There will be no significant relationship between Emotional Intelligence and Teacher Effectiveness of
degree college teachers of Rajasthan.
2.There will be no significant relationship between Emotional Intelligence and Teacher Effectiveness of
B.Ed. college teachers of Rajasthan.
3.There will be no significant difference between Emotional Intelligence of male and female teachers of
degree colleges of Rajasthan.
4.There will be no significant difference between Emotional Intelligence of male and female teachers of
B.Ed. colleges of Rajasthan.
5.There will be no significant difference between Teacher Effectiveness of male and female teachers of
degree colleges of Rajasthan.
6.There will be no significant difference between Teacher Effectiveness of male and female teachers of
B.Ed. colleges of Rajasthan.
METHOD
Descriptive survey method was applied in this study to find out the emotional intelligence and
teacher effectiveness of degree and B.Ed. college teachers.
SAMPLE
The sample consisted of 160 degree and B.Ed. college teachers including 80 male and 80 female

teachers from Sri Ganganagar and Hanumangarh district.
TOOLS
Emotional Intelligence Scale by Dr.Vinit Khera, Ms.Puja Ahuja and Ms.Sarabjit Kaur was used to
assess the emotional intelligence level of the degree and B.Ed. college teachers. There are 63 items in the
test out of which 7 are for Self-Awareness and Appraisal (SAA), 11 for Self-Regulation and Responsibility
(SRR), 7 for Self-Motivation (SM), 7 for Self-Esteem and Confidence (SEC), 9 for Empathy and
Acceptance of Others (EAO), 15 for Social Skills (SS), 7 for Interpersonal Relations (IPR).
Teacher Effectiveness Scale by Dr.Shallu Puri and Prof. S.C. Gakhar was used to assess the
teacher effectiveness of the degree and B.Ed. college teachers. There are 68 statements related to the
behaviour of the teacher categorized as: Academic and Professional Knowledge. Preparation and
Presentation of Lesson Plan, Classroom Management, Attitude towards Students, Parents, Colleagues,
Head of the Institution, Use of Motivation, Reward and Punishment and Interest in all round development
of students', Result, Feedback Accountability and Personal Qualities.
PROCEDURE
160 degree and B.Ed. college teachers (80 male and 80 female) were given the above test with
introduction and instruction. The data collected from them were scored following the scoring procedure in
the manual.
RESULTS AND DISCUSSION
As per Table 1 the mean