COMMONWEALTH ASSOCATION FOR EDUCATION,
ADMINISTRATION AND MANAGEMENT
ISSN NO 2322-0147
VOLUME 2 ISSUE 5
MAY 2014
Emotional Intelligence of Teachers of Provincialized
Colleges in Kamrup District of Assam – a Study
INDEXED WITH PARIS, DAIS.NET, DRJI, WORLDCAT, EBSCO-USA, J-GATE
(EDITOR-IN-CHIEF)
DR MUJIBUL HASAN SIDDIQUI
ASSISTANT PROFESSOR, DEPARTMENT OF EDUCATION,
ALIGARH MUSLIM UNIVERSITY,
ALIGARH-202002,
UTTAR PRADESH,
INDIA
website: www.ocwjournalonline.com
Excellence International Journal of Education and
Research (Multi- subject journal)
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ISSUE 5
ISSN 2322-0147
Emotional Intelligence of Teachers of Provincialized Colleges in Kamrup
District of Assam – a Study
By
Dr. Purabi Baishya
Assistant Professor, Department of Education
Gauhati University, Assam
Dr. Utpal Kalita
Assistant Professor, Department of Education
Rangia College, Assam
Abstract
The aims of the present study were to explore the emotional intelligence of college teachers.
This is an empirical study and the investigator selected 4 degree colleges from Kamrup
district of Assam by applying stratified random sampling method. From these colleges, 120
teachers have been selected as sample on the basis of equal allocation i.e., 60 male teachers
and 60 female teachers. The tools used was standardized Emotional Intelligence Scale for
College Teachers. The statistical techniques used for data analysis were simple frequency
percentage, mean, standard deviation and ‘t’ test. The results showed that most of the
college teachers’ emotional intelligence is under moderate category. There is no significant
difference in the emotional intelligence of Male and Female college teachers, Associate and
Assistant Professors, Arts and Science stream teachers]
Introduction:
Education is a constructive process which drags a person from darkness, poverty and
misery and feeds him to the pool of prosperity and happiness by developing in the entire
aspects i.e. physical, mental, social, emotional and spiritual. A good teacher sparks a child’s
desire to kindle a fire that burns forever. Teachers’ must possess that vital skills, personality
characteristics and behavior that student’s perceive to impact their motivation to learn.
Teachers’ play a key role in bringing balanced emotional development, providing guidance to
them and their parents, by providing exemplary behavior, by providing outlet for the
emotional energies of the children through proper curricular and co-curricular experiences.
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Teachers are considered as the main pillar in the educational system. They are the moderators
through which the knowledge can be transferred to the students who represent the foundation
of the society. Teachers cannot be the effective source of knowledge unless they are
possessed with the essential skills, knowledge and talents.
The concept of emotional intelligence has recently attracted a great amount of interest
from the academicians all over the world. Emotional intelligence is considered to be
important as it affects the academic achievement of students positively not during the years
they are taught but during the years to follow. Emotions are our responses to the world
around us and they are created by the combination of thoughts, feelings and actions.
Emotions if properly used are an essential tool for successful and fulfilling life. But if our
emotions are out of control, it can result in disaster. In our day to day life, they affect our
relations with people, our self-identity and our ability to complete a task. To be effective, the
cognitive processes must be in control of emotions so that they work for rather than against.
Here comes the importance of emotional intelligence.
Emotional intelligence is the new yardstick which is increasingly applied to judge a
person, to find out how far one excels in one’s life. It is the ability to sense, understand and
effectively apply the power and acumen of emotions as a source of human energy,
information and influence. It emerges not from the musings of rarefied intellect, but from the
workings of the human heart.
Salovey and Mayer (1990)coined the term “Emotional Intelligence” and described it
as a form 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 action. According to Salvey and Mayer, emotional intelligence subsums
Gardner’s inter-and and interpersonal intelligences, and involves abilities that may be
categorized into five domains:
 Self-awareness: Observing yourself and recognising a feeling as it happens.
 Managing emotions: Handling feelings so that they are appropriate; realising what is
behind a feeling; finding way to handle fears and anxieties, anger and sadness.
 Motivating oneself: Channelling emotions in the service of a goal; emotional selfcontrol; delaying gratification and stifling impulses.
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 Empathy: Sensitivity to other’s feelings and concerns and taking their perspective;
appreciating the differences in how people feel about things.
 Handling relationships: Managing emotions in others; social competence and social
skills.
A teacher has strong emotional bondage with his or her students. An effective teacher
must not only be a master of his or her subject matter, but can understand his students well
and transacts the curriculum as per the needs and interests of his students. This line of
thinking led the researcher towards studying emotional intelligence of teachers.
Rationale of the Study:
Emotional intelligence plays an important role in many areas of individuals’ life.
Actually it is also termed as an indicator of a person’s success in life in different spheres
including work. Academicians, educationists, educational psychologists and researchers have
examined the skills and aptitudes required to succeed in certain jobs. Jobs which demand
interaction with other people or working in informal teams or empathizing with and
understanding others are the one’s which requires emotional intelligence. If a person lacks the
requisite level of emotional intelligence, he might find the job difficult to cope up with and
also less satisfying. The study focused on identifying the phenomena related to emotional
intelligence among teachers at Provincialised degree colleges of Kamrup district of Assam. It
helps to establish social relationships and managing emotions in others. The teachers who
have high emotional intelligence communicates with constructive goal in mind and controls
his or her emotions carefully more than reacting to situation on the basis of impulse generated
by emotion generated event. This may helps the educational institutions to initiate some
change in work environment so as to increase the level of emotional intelligence among the
teachers at work place.
Literature Review:
There were many studies undertaken which reveal that influence of study habits on
academic performance of students. Few of them are mentioned below.
Haskett (2003) conducted a study on the “Emotional intelligence and teaching success
in higher education” at the Indiana University, USA. He studied the underlying emotions that
differentiate the most effective faculty and others at institutions of higher education, by using
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a theoretical model that predicted a relationship between EQ and effective teaching. Based on
his study, it is clear that it is not only the actions/behaviours taken by faculty that are
important, but the underlying attitude (related to EQ) behind the actions that has the greatest
influence on effective teaching.
Pathan (2004) conducted a study on Emotional intelligence of secondary teachers at
D.Ed. College, Navapur, Maharashtra. This study examined the level of emotional
intelligence (EI) of secondary school teachers in relation to gender and age. The results
indicated that nearly all the teachers under study were under ‘low’ category of emotional
intelligence. There was no significant difference between the emotional intelligence of males
and females, and the age was independent of EI.
A study was conducted by Liang (2007) on “The relationship between personality
type and emotional intelligence in a sample of college and university faculty in Taiwan” at
the Texas A & M University – Kingsville, USA. This study focused on identifying and
determining the EI skills and personality type factors impacting faculty performance and
success in postsecondary education. i.e., the study investigated whether there was any
relationship, of EI and personality type among the faculty teaching in Taiwan. A sample of
100 faculty members from colleges and universities in Taiwan was taken. Data analyses
revealed a significant relationship function between faculty’s personality type & EI skills and
their age & EI skills; but not between gender and EI skills.
Khan and Parashar (2010) conducted a study on the relationship between emotional
intelligence and social adjustment of secondary school teachers and found that level of
emotional intelligence of secondary school teachers in Aurangabad city is high.
Statement of the Problem:
The title of the research problem under investigation has been entitled as “Emotional
Intelligence of college teachers of Provincialized Colleges in Kamrup District of Assam –
a study.”
Objectives of the Study:
The objectives of the present study are stated as follows:
1. To find out the level of emotional intelligence of College teachers of Kamrup district.
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2. To find out the differences between the emotional intelligence of the following
groups:
(a) Male and Female College Teachers.
(b) Associate and Assistant Professors.
(c) Arts and Science stream teachers.
Hypothesis of the Study
The following hypotheses were formulated to test the objective mentioned above:
1.
There is no significant difference in the emotional intelligence of:
(a) Male and Female College Teachers.
(b) Associate and Assistant Professors.
(c) Arts and Science stream teachers.
Delimitation of the Study
Keeping time and resource constraints in view, the study was delimited to the
following:
i. The study was conducted on college teachers in Kamrup district, Assam only.
ii. In this study, only arts and science stream college teachers of provincialized
colleges were included.
METHODS AND PROCEDURES:
a) Method of Research: Considering the objectives, hypotheses and the nature of
data to be collected, the Descriptive Survey Method was adopted in the present study.
b) Population of the study: The population of the present study comprises all
science and arts stream college teachers of Provincialized colleges of Kamrup district,
Assam.
c) The Sample of the Study: The stratified random sampling techniques will be
used to select the sample of the study. The sample of the present study was selected from four
(04) provincialized colleges Kamrup district, Assam. From these colleges, 120 teachers have
been selected as sample on the basis of equal allocation i.e., 60 Males and 60 Females.
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d) Tool used: The following tool is employed by the investigator.
Emotional Intelligence Scale for Teachers (EIST): The Emotional Intelligence
Scale for Teachers of Dr. (Mrs.) S. M. Sungoh consisted of 20 statements. The reliability
was calculated by using test-retest method and it was 0.75. The Scale consisted of 20 Likert
type statements of which 12 statements were positive and 08 statements were negative
which had to be checked on 5 point scale. For each statements the numerical values 4, 3, 2, 1
and 0 were given for five responses namely Always, Usually, Sometimes, Rarely and Never
respectively in case of positive statements. The scoring was reversed in case of negative
statements. Higher the score better is the emotional intelligence. A maximum score of ‘80’
and minimum score of ‘0’ could be obtained on this scale. For each student scores are
summed to obtain the total score. According to scale the respondents were grouped into four
categories.
e) Statistical Techniques: Appropriate statistical techniques were used for
analyzing the data. Descriptive statistical techniques were used to analyze the symmetry of
the distribution of the scores on the variables under study and Inferential statistical techniques
was used to study the difference between groups.
ANALYSIS OF DATA:
After collecting the data, the interpretation done by following way:
Table 1: Range of Scores and Percentage of College teachers under various categories of
Emotional Intelligence
Descriptions of
Emotional Intelligence
categories
% of
Range of
Scores
High EI
61-80
35.00
38.33
31.67
Moderate EI
41-60
59.16
56.67
61.67
Low EI
20-40
5.84
5.00
6.66
Very Poor EI
Below 20
-
-
-
% of
% of Male
Teachers Teachers
% of Female
Teachers
Table-1 reveals that 59.16% of the college teachers had moderate EI whereas 35%
had High EI and 5.84% had Low EI. 38.33% male teachers and 31.67% female teachers had
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High EI; 56.67% male teachers and 61.67% female teachers had moderate EI; 5% male
teachers and 6.66% female teachers had Low EI.
Table 2: Comparison of Male and Female Teachers Emotional Intelligence
Variables
N
Mean
SD
Male Teacher
60
56.67
10.69
Female Teacher
60
55.00
10.05
t-ratio
Remarks
0.82
NS
It is evident from the table that the Mean and Standard Deviation of Male Teachers EI
56.67 and 10.69 respectively. Similarly the same for Female Teachers are 55.00 and 10.05
respectively. The obtained t-value 0.82 is lower than the table value 1.96 at 0.05 level of
significance. It indicates no significant difference between male and female college teachers
on their EI.
Table 3: Comparison of Associate and Assistant Professors’ Emotional Intelligence
Variables
N
Mean
SD
Associate Professor
54
56.5
10.99
Assistant Professor
66
55.28
9.88
t-ratio
Remarks
0.62
NS
The above table shows that the ‘t’ value (0.62) is not significant at 5% level of
significant. From the above table it can be understood that emotional intelligence of
Associate and Assistant Professor are same.
Table 4: Comparison of Arts and Science Teachers’ Emotional Intelligence
Variables
N
Mean
SD
Arts Teacher
71
56.76
10.11
Science Teacher
49
54.48
t-ratio
Remarks
1.16
NS
10.68
It is evident from the table that the Mean and Standard Deviation of Arts Teachers EI
56.76 and 10.11 respectively. Similarly the same for Science Teachers are 54.48 and 10.68
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respectively. The obtained t-value 1.16 is lower than the table value 1.96 at 0.05 level of
significance. It indicates no significant difference between arts and science stream college
teachers on their EI.
FINDINGS:
Main findings of the present study are as follows:

Most of the college teachers’ emotional intelligence is under moderate category.

Not a single teacher’s emotional intelligence is very less category.

In case of high category, male teachers’ emotional intelligence is higher than female
teachers.

In case of moderate category, female teachers’ emotional intelligence is higher than
male teachers.

There is no significant difference in the emotional intelligence of Male and Female
college teachers.

There is no significant difference in the emotional intelligence of Associate and
Assistant Professors.

There is no significant difference in the emotional intelligence of Arts and Science
stream teachers.
SUGGESTIONS:
In the light of the findings and conclusions made in this study, the following
suggestions were made:

To ensure an improvement in emotional intelligence a holistic evaluation of the
environment of the teachers should be done.

All the colleges must ensure to create a safe and conducive culture for awareness of
self (intrapersonal) and others (interpersonal).
CONCLUSION:
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To conclude, it is saying that emotional intelligence is an important factor for college
teachers to do better in their profession inside the classroom as well as outside the classroom.
College environment can play a significant role for college teachers for the development of
emotional intelligence because, according to Goleman (2007), emotional intelligence can be
learnt and increased.
BIBLIOGRAPHY:
i.
Asthana, Bipin (2007). Measurement and Evaluation in Psychology and Education.
Agra: Vinod Pustak Mandir.
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Edannur, S.
(2010). Emotional Intelligence of Teacher Educators. International
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iii.
Garrett, Henry E. (1981). Statistics in Psychology and Education. Bombay: Vakils,
Feffer and Simons Ltd.
iv.
Goleman’s, D. (1995). Emotional Intelligence: Why it matters more than IQ? New
York: Bantam Books.
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Kauts, A & Saroj, R. (2012). Study of teacher effectiveness and occupational stress in
relation to emotional intelligence among teachers at secondary stage. Journal of
history and social sciences. Vol-3 issue-2.
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Kirshnamurthy ,M & Varalakshmi, S. (2011). Emotional Intelligence- A study with
special reference to the employees of salalah college of technology. International
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vii.
Kothari, C. R. (2004). Research Methodology: Methods and Techniques. New Delhi:
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Koul, Lokesh (1997). Methodology of Educational Research. New Delhi: Vikash
Publishing House Pvt. Ltd.
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Mondal, N. K., Paul, P. K and Bandyopadhyay, A. (2012). A study of Emotional
Intelligence level between secondary school teachers: A study in Burdwan District in
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West Bengal. International Journal of Social Science Tomorrow. Vol.-1. No.-4. pg 16.
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Sungoh, S. M. (2007). Construction of Emotional Intelligence Scale for Teachers.
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