Med Abstract

A STUDY OF EMOTIONAL INTELLIGENCE AMONG SECONDARY
SCHOOL TEACHERS OF SIKKIM IN RELATION TO THEIR

TEACHING APTITUDE
Abstract of the Thesis
Submitted for the Degree of Doctor of Philosophy in Education
Supervisor Research Scholar

Prof (Mrs) S.M. Sungoh Shanti Ram Adhikari
Department of Education
School of Education
North-Eastern Hill University
Shillong-793022
2011
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1.0 Introduction
Teachers particularly need to develop emotional skills because teachers
are the people who handle human beings with emotions. Therefore, a teacher
should be emotionally intelligent amidst hectic life prevailing in the modern
world. Sikkim has a heterogeneous, multicultural and multilingual society which
is reflected and manifested in the diverse groups of students in the classroom.
Further, students at secondary levels are mostly adolescents and passing through a
stage of stress, strains and mood swings. In order to be able to work with these
students coming from entirely different background with a very high degree of
emotional instability and individual difference, a teacher should understand them
well and communicate with them. In the light of the above circumstances, a
teacher needs to be equipped with Emotional Intelligence to do justice with his
students and the profession. Hence the need of the study.
1.1. Statement of the Problem
In order to survive and succeed in a competitive and fast changing world
everybody needs to develop and nurture Emotional Intelligence. Teaching is the
only profession where one human mind operates on other human minds with a
human face. The teacher should be equipped with the Emotional Intelligence and
should know how to control and apply it in a particular situation. Unless they
have the Emotional Intelligence and manage their emotions well they cannot
mould their students in the desired manner and achieve educational goals. In the
present context, due to the lack of emotional management skills both in teacher as
well as in the taught the scholastic and co- scholastic achievement of students is
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not in proportion with the amount of inputs made during the process of teaching
learning. As a result, large amount of energy, efforts and other inputs of students
go waste without achieving the desired result.
The study will focus on finding out the Emotional Intelligence of
Secondary Teachers of Sikkim. The other objective of the study will also attempt
to find out the aptitude of teachers for teaching and an analysis will be done to
find out the relationship between them. A study will also be conducted to find out
whether there are any differences, on the basis of sex, age, qualification, years of
Experience, stream, training, community, and type of management of the school.
1.2. Title of the Study
A Study of Emotional Intelligence among Secondary School Teachers of
Sikkim in Relation to Their Teaching Aptitude
1.3. Operational Definition of the Terms
1. Emotional Intelligence: Emotional Intelligence refers to a set of abilities
including self-awareness, mood management, self-motivation, empathy,
and managing relationships.
2. Teaching Aptitude: Teaching Aptitude is a condition or set of
characteristics including knowledge, understanding and attitude regarded
as symptomatic or indicative of individual‟s ability to acquire through
training, abilities for teaching work.
3. Secondary School Teachers: Secondary School Teachers in the present
study will refer to teachers teaching Classes IX and X.

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1.4. Objectives
The following are the objectives of the study
1. To study the Emotional Intelligence Level of Secondary School Teachers
of Sikkim.
2. To study the Teaching Aptitude Level of Secondary School Teachers.
3. To study the differences between the Emotional Intelligence of
(i) Male and Female Secondary School Teachers
(ii) Under Graduate , Graduate and Post- graduate Secondary
School Teachers
(iii) Trained and Untrained Secondary School Teachers
(iv) Humanities, Computer/ Science, Commerce and Language
Secondary School Teachers.
(v) Secondary School Teachers belonging to different Age
Groups.
(vi) Secondary School Teachers having different years of
Experience.
(vii) SC /ST/OBC and General Secondary School Teachers.
(viii) Government Teachers and Private Secondary School
Teachers.
4. To study the difference between the Teaching Aptitude of
(i) Secondary School Male and Female Teachers
School Teachers
3
(iv) Humanities, Computer/Science, Commerce and Language
Groups.
Experience.
Teachers.
5. To study relationship between Emotional Intelligence and Teaching
Aptitude of
(i) The Overall Sample of Secondary School Teachers
(ii) Secondary School Male and Female Teachers
(iii) Under Graduate , Graduate and Post- graduate Secondary
School Teachers
(iv) Trained and Untrained Secondary School Teachers
(v) Humanities, Computer/Science, Commerce and Language
(vi) Secondary School Teachers belonging to different Age
Groups.
(vii) Secondary School Teachers having different years of
Experience.
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(viii) SC /ST/OBC and General Secondary School Teachers.
(ix) Government Teachers and Private Secondary School
Teachers.
1.5 Null hypotheses
The following null hypotheses are formulated for the purpose.
1. There is no significant difference between the Emotional Intelligence of
School Teachers
(iv) Humanities, Computer/ Science, Commerce and Language
Groups.
Experience.
Teachers.
2. There is no significant difference between the Teaching Aptitude of
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School Teachers
Groups.
Experience.
Teachers.
3. There is no significant relationship between Emotional Intelligence and
Teaching Aptitude of
School Teachers
Groups.
6
Experience.
Teachers.
1.6 Delimitation of the Study
The study delimited its scope to teachers teaching Classes IX and X in
Secondary and Senior secondary schools in the state of Sikkim.
1.7 Method and Procedure
The method followed in the present study was the Descriptive Method.
1.8 Population of the Study
The population of the study comprised of all the Teachers teaching at
Secondary level in Government and private Schools of Sikkim. The details are
shown in table 1.
Table 1. Population of the Study
Training
Sl No of
Type of Schools Status of Male Female Total
No Schools
Teachers
Government Trained 407 204 611
1 93
Secondary Schools
Untrained 315 210 525
314
Trained 181 133
Government Senior
2 45
Secondary Schools 225
Untrained 117 108
Total
3 Total Govt Schools 138 1020 655 1675
(Govt.)
Private Secondary 181
4 20 Trained 66 115
Schools
7
212
Untrained 90 122
315
Trained 176 139
Private Senior
5 10
Secondary Schools 104
Untrained 46 58
Total Private Total
6 30 378 434 812
Schools (Pvt)
Total
Total Schools
7 168 (Govt. 1398 1089 2487
(Govt+Pvt)
+Pvt)
1.9 Sample of the Study
Random Sampling Techniques was used to select the sample. A sample of
1225 teachers was drawn from the population of the study. The details are shown
in table 2.
Table 2. Sample of the Study
Training
Sl. No of
Type of Schools Status of Male Female Total
No Schools
Teachers
Government Trained 191 89 280
1 Secondary 78
Schools Untrained 166 115 281
Government Senior Trained 158 124 282
2 41
Secondary Schools Untrained 111 99 210
Total
3. Total 119 626 427 1053
(Govt)
Private Secondary Trained 29 20 49
4 8
Schools Untrained 25 22 47
Private Senior Trained 20 23 43
5 7
Secondary Schools Untrained 21 12 33
Total Private
6 15 Total (Pvt.) 95 77 172
Schools
Total
Total Schools Teachers
7 134 721 504 1225
(Govt+Pvt) (Govt
+Pvt)
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1.10 Tools
The tools that were used for the study are as follows:
(i) Emotional Intelligence Scale developed by Hyde, Pethe & Dhar
(2005)
(ii) Teaching Aptitude Test developed by Dahiya and Singh (2004)
1.11 Collection of Data
The data was collected by administering the tools mentioned above on the
selected sample as shown in table 2.
1.12 Statistical Techniques
The Mean, SD, „t‟ test, „and Correlation methods was used to statistically
analyse the data.
1.13. Major Findings on Emotional Intelligence (EI) of Secondary Teachers
of Sikkim
i) It was found that 11.51 % of the teachers are classified under the
High Level of EI. Whereas 78 .37 % of the teachers have Average EI
and 10.12 % have been placed under the Low Level of EI. Hence it
is concluded that majority of the Secondary Teachers of Sikkim had
Average Level of Emotional Intelligence. Further, more Male
Teachers were placed in the High Level EI (12.48 %) than their
female counterparts (10.12%).
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ii) With regards to qualification, more number of Post-Graduates had
been placed in high EI (15.92%) than the graduates (9.27%) and
undergraduates (0%).
iii) It was also observed that 13.46 % of the trained teachers had been
placed in high level of EI and only (9.28 %) of the untrained teachers
were placed at the high level.
iv) The teachers from the Commerce Stream had the highest percentage
(25.64%) of being placed at the high level of EI.
v) It was also found that the Age GroupA3 (41-50 years) had higher
percentage of teachers (13.62 %) that were placed under the high
level of EI.
vi) It is interesting to note the findings which revealed that teachers with
6 to 10 years of Experience. (E2) had the highest percentage (13.62
%) that had been placed in the high level of EI
vii) With respect to category, 13.06 % General Teachers were placed in
the high level.
viii) 16.86% of the private teachers were placed in the high level whereas
only 10.63 % of the Government teachers were placed in the high
level.
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1.14 Major Findings on Teaching Aptitude of Secondary Teachers of Sikkim
i) It was found that 7.35 % of the teachers are classified under the
Excellent Level of TA, 18 .61 % of the teachers have Good TA, 40.49
% have been placed under the Average Level of TA. Likewise 22.61%
of the teachers have low Level of TA and 10.94% of the teachers have
poor Level of TA. Therefore, it is concluded that majority of the
Secondary Teachers of Sikkim have an Average Level of TA. This
finding is also reported by many of the previous researchers studies
conducted on Teaching Aptitude (Taneja and Sangwan (2010)1).
ii) It was found that more Female Teachers were placed under Excellent
(14.48%) and Good Level (24.60%) of TA compared to their Male
counterparts under Excellent (9.57%) and Good level of TA (21.08%.
iii) With regard to qualification, Post-Graduates had more number of
Secondary teachers that had been placed under Excellent TA (15.69%)
and Good TA (25.34%)
iv) It was found that 12.84 % of trained teachers had Excellent TA and
24.77% had Good TA whereas among untrained teachers 10.16% had
Excellent TA and 19.96% had Good TA.
v) With regard to academic discipline (subject), Humanities Stream had
the highest percentage (12.57%) of teachers having Excellent TA
1
N.Taneja and A.Sangwan, “General Teaching Competency and Teaching Aptitude of Prospective Teachers of Rewari
District”, Indian Psychological Review,Vol.74, No.3,Year 2010,page 147-152, 2010
11
followed by Science/ Computers (11.49%), Commerce (7.69%) and
language and others (0%).
vi) It was also found that the Age Group1 (21-30 years) had a higher
percentage (12.36 %) of teachers that were placed under the Excellent
TA.
vii) In terms of Experience, the findings also revealed that 15.96 % of the
teachers with 6 to 10 years of Experience. (E2) had been placed in the
Excellent TA level.
viii) With respect to category, 11.98 % General Teachers were placed in the
Excellent TA and 21.81% were placed in Good TA.
ix) It was found that Number of Secondary teachers that had been placed
under Excellent TA and Good TA were more in case of Private
schools (14.53%, 29.06%) than Government schools (11.11 %,
21.46%).
1.15 Difference between Male and Female Teachers in their Emotional
Intelligence and Teaching Aptitude.
(i) It was found that there is no significant difference between Emotional
Intelligence of Male and Female Secondary School Teachers. This shows
that gender does not affect Emotional Intelligence and male and female
secondary teachers do not differ in terms of Emotional Intelligence.
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(ii) With regard to Teaching Aptitude, it was found that there is significant
difference between Teaching Aptitude of Male and Female Secondary
School Teachers and female teachers had more Teaching Aptitude
compared to male teachers. This may be due to the fact that majority of
Females prefer teaching as they consider it as an ideal profession.
Therefore, they are better prepared for teaching than their male
counterparts.
1.16 Difference between Undergraduate, Graduate and Post- graduate
Teachers in their Emotional Intelligence and Teaching Aptitude.
(i) It was found that, there is no significant difference between Emotional
Intelligence of under Graduate and Graduate Secondary Teachers.
However, it was found that, there is significant difference between
Emotional Intelligence of under Graduate and Post Graduate Secondary
Teachers and Graduate and Post Graduate Secondary Teachers
difference between Teaching Aptitude of under Graduate and Graduate
Secondary Teachers, Under Graduate and Post Graduate Secondary
Teachers and Graduate and Post Graduate Secondary Teachers
1.17 Difference between Trained and Untrained Teachers in their
Emotional Intelligence and Teaching Aptitude.
Intelligence of trained and untrained Secondary Teachers.
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difference between trained and untrained Secondary Teachers in terms of
Teaching Aptitude with trained teachers scoring significantly higher than
untrained on TA.
1.18 Difference between Emotional Intelligence and Teaching Aptitude of
Teachers belonging to different Streams (Humanities, Science, Commerce
and Language).
Intelligence of Humanities and Science teachers, Humanities and
Language teachers, and also between Science and Commerce
Teachers. However, it was found that there is significant difference
between Science teachers and language teachers and also between
Commerce teachers and language teachers in terms of Emotional
Intelligence.
(ii) In terms of Teaching Aptitude, It was found that there is no significant
difference between Humanities and Science teachers, Humanities and
Commerce Teachers, and between Science and Commerce Teachers.
However, it was found that there is significant difference in terms of
Teaching Aptitude between teachers belonging to Language stream
with that of teachers from humanities, Science and Commerce stream.
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Teachers of Different Age Groups.
It was found that there is no significant difference between Emotional
Intelligence of Secondary Teachers belonging to different Age Groups. However,
it was revealed that younger teacher (21-40 years) possess more Teaching
Aptitude than the older lot (41 -60 years).
Teachers having different years of Teaching Experience.
Intelligence of Secondary Teachers having different years of teaching Experience.
However, it was found that younger teacher having teaching Experience less than
20 years possess more Teaching Aptitude than older lot with teaching Experience
of more than 21 years.
Teachers belonging to different Categories (ST/SC/OBC/General).
Intelligence and Teaching Aptitude of Secondary Teachers belonging to different
categories viz. Scheduled Caste, Scheduled Tribe, Other backward Class and
General. This shows that caste/community does not affect Emotional Intelligence
and Teaching Aptitude.
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Teachers working in Government and Private Secondary Schools.
It was found that there is significant difference between Secondary
Teachers working in Government School and those working in Private School in
terms of Emotional Intelligence and Teaching Aptitude. Further, Secondary
Teachers working in Private school scored significantly higher than those from
government schools in Emotional Intelligence and Teaching Aptitude.
1.23 Relationship between Emotional Intelligence and Teaching Aptitude
(Overall).
It was found that there is a significant positive correlation between overall
EI and overall TA scores of secondary teachers. The „r‟ value of 0.22 is
significant at 0.01 level. This clearly shows that there is a significant relationship
between Emotional Intelligence and Teaching Aptitude of Secondary teachers of
Sikkim.
1.24 Relationship between Overall EI and TA of Male Secondary Teachers.
It is found that there is a positive correlation between the overall EI and
overall TA scores of male teachers. The „r‟ value of 0.159 is significant at 0.01
level. Hence it is concluded that, there is significant relationship between overall
EI and overall TA scores of male secondary teachers.
1.25. Relationship between Overall EI and TA of Female Secondary Teachers
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It is observed that there is a positive correlation between the overall EI and
overall TA scores of female teachers. The „r‟ value of 0.277 is significant at 0.01
level. Hence it is concluded that, there is significant relationship between overall
EI and overall TA scores of female secondary teachers.
1.26. Relationship between Overall EI and TA of Secondary Teachers
having Undergraduate Qualification
It is revealed that there is a positive correlation between the overall EI and
overall TA scores of teachers with undergraduate qualification. The „r‟ value of
0.523 is significant at 0.01 level. Hence it is concluded that, there is a significant
relationship between overall EI and overall TA scores of secondary teachers with
undergraduate qualification.
1.27. Relationship between Overall EI and TA of Secondary Teachers with
Graduate Qualification
It was found that there is a positive correlation between the overall EI and
overall TA scores of teachers having graduate qualification. The „r‟ value of 0.174
is significant at 0.01 level. Hence it is concluded that, there is a significant
relationship between overall EI and overall TA scores of secondary teachers with
graduate qualification.
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having Postgraduate Qualification
It was observed there is a positive correlation between the overall EI
and overall TA scores of teachers having postgraduate qualification. The „r‟ value
of 0.273 is significant at 0.01 level. Hence it is concluded that, there is a
significant relationship between overall EI and overall TA scores of secondary
teachers with postgraduate qualification.
1.29 Relationship between Overall EI and TA of Secondary Teachers
Belonging to Humanities Stream
It was observed there is significant correlation between the overall EI and
overall TA scores of teachers belonging to Humanities Stream. The „r‟ value of
0.210 is significant at 0.01 level. Hence it is concluded that, there is significant
correlation between overall EI and overall TA scores of secondary teachers
belonging to Humanities Stream.
Belonging to Science & Computers Stream.
It was found that there is significant correlation between the overall EI and
overall TA scores of teachers belonging to Science & Computers Stream. The „r‟
value of 0.236 is significant at 0.01 level. Hence it is concluded that, there is
significant correlation between overall EI and overall TA scores of secondary
teachers belonging to Science & Computers Stream.
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belonging to Commerce Stream
It was observed there is no significant correlation between the overall EI
and overall TA scores of teachers belonging to Commerce Stream. The „r‟ value
of 0.115 is not significant. Hence it is concluded that, there is no significant
relation between overall EI and overall TA scores of secondary teachers
belonging to Commerce Stream.
1.32. Relationship between Overall EI and TAT of Secondary Teachers
Language and Other Streams
It is revealed that there is significant correlation between the overall EI
and overall TA scores of teachers belonging to Language and Others Stream. The
„r‟ value of 0.351 is significant at 0.05 level. Hence it is concluded that, there is
significant correlation between overall EI and overall TA scores of secondary
teachers belonging to Language and Others Stream.
1.33. Relationship between Overall EI and TA of Trained Secondary
Teachers
overall TA scores of trained teachers. The „r‟ value of 0.234 is significant at 0.01
level. Hence it is concluded that, there is significant correlation between overall
EI and overall TA scores of secondary teachers who are trained.
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1.34. Relationship between Overall EI and TA of Untrained Secondary
Teachers
overall TA scores of untrained teachers. The „r‟ value of 0.209 is significant at
0.01 level. Thus, the null hypothesis is rejected. Hence it is concluded that, there
is significant correlation between overall EI and overall TA scores of secondary
teachers who are untrained.
belonging to Age 1(20-30 years) category
It is revealed there is a positive correlation between the overall EI and
overall TA scores of teachers belonging to Age 1 (20-30 years) category. The „r‟
value of 0.189 is significant at 0.01 level. Hence it is concluded that, there is a
teachers belonging to Age 1(20-30 years) category.
belonging to Age 2 (31-40 years) category
It was found there is a positive correlation between the overall EI and
overall TAT scores of teachers belonging to Age 2(31-40 years) category. The „r‟
teachers belonging to Age 2 (31-40 years) category.
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1.37 Relationship between Overall EI and TA of Secondary Teachers
belonging to Age 3 (41-50 years) category.
It was observed that there is a positive correlation between the overall EI
and overall TA scores of teachers belonging to Age 3 (41-50 years) category. The
„r‟ value of 0.169 is significant at 0.01 level. Hence it is concluded that, there is a
teachers belonging to Age 3(41-50 years) category.
belonging to Age 4 (51-60 years) category
It was revealed that there is positive correlation between the overall EI and
overall TA scores of teachers belonging to Age 4 (51-60 years) category. The „r‟
value of 0.39 is significant ay 0.01 level. Hence it is concluded that, there is
teachers belonging to Age 4 (51-60 years) category.
1.39. Relationship between Overall EI and TA of Secondary Teachers having
0-5 years of Experience.
It was revealed that there is a positive correlation between the overall EI
and overall TA scores of teachers having 0-5 years of teaching Experience. The
„r‟ value of 0.208 is significant at 0.01 level.. Hence it is concluded that, there is a
significant relationship between overall EI and overall TAT scores of secondary
teachers having 0-5 years of teaching Experience.
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1.40. Relationship between Overall EI and TA of Secondary Teachers having
6-10 years of Experience.
overall TA scores of teachers having 6-10 years of teaching Experience. The „r‟
1.41. Relationship between Overall EI and TAT of Secondary Teachers
having 11-20 years of Experience.
It was observed there is a positive correlation between the overall EI and
overall TA scores of teachers having 11-20 years of teaching Experience. The „r‟
1.42. Relationship between Overall EI and TA of Secondary Teachers with
21 and above years of Experience.
It was found that there is a positive correlation between the overall EI and overall
TA scores of teachers having 21 and above years of teaching Experience. The „r‟
value of 0.179 is significant at 0.01 level. Thus, the null hypothesis is rejected.
Hence it is concluded that, there is a significant relationship between overall EI
22
and overall TA scores of secondary teachers having 21 and above years of
teaching Experience.
belonging to SC category
It is revealed that there is no significant correlation between the overall EI
and overall TA scores of teachers belonging to SC category. The „r‟ value of
0.230 is not significant. Hence it is concluded that, there is no significant relation
between overall EI and overall TA scores of secondary teachers belonging to SC
category.
belonging to ST category
overall TA scores of teachers belonging to ST category. The „r‟ value of 0.205 is
significant at 0.01 level. Hence it is concluded that, there is significant correlation
between overall EI and overall TA scores of secondary teachers belonging to ST
category.
belonging to OBC category
overall TA scores of teachers belonging to OBC category. The „r‟ value of 0.210
is significant at 0.01 level. Hence it is concluded that, there is significant

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belonging to OBC category.
belonging to General Category
It is revealed that there is significant correlation between the overall EI
and overall TA scores of teachers belonging to General Category. The „r‟ value of
0.238 is significant at 0.01 level. Hence it is concluded that, there is significant
belonging to General category.
working in Government Schools
overall TA scores of teachers working in Govt schools. The „r‟ value of 0.209 is
significant at 0.01 level. Hence it is concluded that, there is a significant
relationship between overall EI and overall TA scores of secondary teachers
working in Govt schools.
working in Private Schools
It was observed there is a positive correlation between the overall EI and
overall TA scores of teachers working in Private schools. The „r‟ value of 0.326 is
significant at 0.01 level. Hence it is concluded that, there is a significant

24
relationship between overall EI and overall TA scores of secondary teachers
working in Private schools.
1.49 CONCLUSION:
It may be concluded that Majority of Secondary Teachers are found to
have average level of EI and TA which calls for an urgent need and immediate
steps to devise some policies and programs to help teachers develop their EI and
TA. There is a significant positive relationship between Emotional Intelligence
and Teaching Aptitude.
With regard to EI it was found that there was no significant difference
between male and female, trained and untrained, teachers of different
communities, different Age Groups, having different years of Experience.
Further, it was also found that there was no significant difference between
Humanities and Science Teachers, Humanities and Language teachers, Science
and Commerce Teachers in EI but there was significant difference between
Humanities and Commerce Teachers, Science and Language teachers and also
between Commerce and language teachers in EI. Similarly, there was significant
difference between teachers having different Qualification and working in
different management in terms of EI.
In terms of Teaching Aptitude there was significant difference between
Male and Female, Trained and Untrained, Under Graduate, Graduate and Post
graduate, teachers belonging to different Age Groups, and also between Govt. and
private teachers. Looking at teachers from various streams, it was found that there
is no significant difference between Humanities and Science teachers, Humanities

25
and Commerce Teachers, and also between Science and Commerce Teachers in
terms of Teaching Aptitude but language teachers differed significantly with
teachers from humanities stream, Science stream and Commerce stream in terms
of Teaching Aptitude. In case of teachers with various teaching Experience., it
was found that there was no significant difference between teachers having 1-5
years, 6-10 years, and 11-20 years in terms of Teaching Aptitude but teachers
belonging to each of these group differ significantly with teachers having 21 and
above years of Experience.. Further, there was no significant difference between
teachers from different communities in their Teaching Aptitude.
1.50 Suggestions for improvement of Emotional Intelligence Level
Since majority of teachers were found to possess Average Level of
Emotional Intelligence there is a need to take some immediate steps to devise
some policies and design some programs to help teachers develop their Emotional
Intelligence. Some of the steps which can help in promoting Emotional
Intelligence are as follows:
(i) The policy makers, administrators and teachers should be orientated
towards the importance of Emotional Intelligence in general and in
teaching learning in particular.
(ii) Better organisational climate helps in fostering Emotional Intelligence.
The school environment should be made teacher friendly and the working
conditions of teachers need to be improved so that teachers feel at home
with the profession at their work place. Physical environment should be
made as pleasant as possible.
26
(iii)Secondary School Teachers may be encouraged to acquire higher
qualification as it helps in promoting Emotional Intelligence.
(iv) Good role models of teachers and parents may be observed as Emotional
Intelligence skills can be „taught‟ as well as „caught‟. Teachers may reflect
upon some great personalities.
(v) Emotional Intelligence can be incorporated in the curriculum of Teacher
Education both pre-service and in-service to sensitize the teachers for the
stress and emotional demands in the classroom and prepare them to
respond and cope with these situations.
(vi) Teacher Training Institutions should organise activities like workshops
and seminars, Brainstorming, Group discussions for sharing of ideas,
views and knowledge, Group work, Competitions, Debates, and Quiz etc.
for teachers which will in turn help them to provide positive learning
environment for children.
(vii) Teachers should read books on personality development, value
education etc and develop a positive attitude towards life by inculcating
power of positive thinking, recognizing one‟s strengths and weaknesses,
Positive feelings about self, school, family and society.
(viii) Celebrating various festivals and participating in days of National
importance like Independence Day, Republic Day etc, participating in
games and sports activities, NSS, NCC, Red Cross Society, various
community activities and practicing yoga helps in achieving emotional
stability.
27
(ix) Study tour, exposure trip and teacher exchange programme may be
conducted in order to share , exchange and benefit out of each others
knowledge , experience and expertise .
(x) Using steps for problem solving and decision making, e.g. controlling
impulses, setting goals, identifying alternatives actions and anticipating
consequences, by expressing anger appropriately without being angry or
without fighting.
(xi) By being honest, punctual, by developing clear conscience about what is
right and what is wrong and by practicing what they preach.
Understanding the perspective of others, making clear requests,
responding effectively to criticism, listening to others and helping others.
(xii) By exemplifying dignity of labour and by being an embodiment of
eternal values: truth, love and goodness. By acknowledging students: e.g.
making eye contact, using their names and acknowledging previous
contributions during a session.
1.51 Suggestions for improvement of Teaching Aptitude Level
Since majority of teachers were found to possess average level of
Teaching Aptitude, it is highly desirable that some measures are put in place to
help Secondary School Teachers to develop their Teaching Aptitude. Some of the
steps that can help in promoting Teaching Aptitude are as follows:
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(i) While recruiting secondary school teachers a comprehensive selection
procedure including Teaching Aptitude Test can be adopted to ensure that
candidates having good Aptitude for teaching are selected.
(ii) Secondary School Teachers should be selected purely on merit basis in
order to select candidates, who are professionally sound, have keen
interest, capability and commitment to the profession.
(iii) Students with good academic background may be encouraged to take up
teaching profession.
(iv) Secondary School Teachers may be encouraged to acquire higher
qualification as it helps in developing Teaching Aptitude.
(v) Training helps in the development of Teaching Aptitude therefore Teacher
Training Institutions should plan and organise orientation and refresher
courses for Secondary School Teachers from time to time to update their
knowledge, teaching skills and develop their Teaching Aptitude. They
should learn important teaching skills to be able to teach systematically
and confidently.
(vi) Teaching Aptitude is based on theoretical studies and practice teaching,
therefore Secondary School Teachers should inculcate reading habits to be
well versed in their subject area and to develop Teaching Aptitude.
(vii) Secondary School Teachers should design teaching learning session in
such a manner that it becomes a pleasant and enjoyable Experience for the
teacher as well as to the learners. Teachers should learn to enjoy teaching
in order to develop Teaching Aptitude.
29
(viii) Secondary teachers should make their teaching child centric, activity
based and full of interactions and relate to the real life Experiences of the
child.
(ix) The teachers should try to have access to latest information through
various media, and exposed to current trends and techniques of teaching
and keep themselves updated with the innovation and latest technologies.
They should be open to new ideas, should innovate and try and do
something different to make a difference in terms of teaching learning.
Table 1.0. Levels of Emotional Intelligence
Sl.No EI level Formulae Range of

Sco
res
1. High Emotional High = > M +σ 147-170

Intelligence (132+14)
2. Average Emotional Average = M ± σ 118-146

Intelligence (132±14)
3. Low Emotional Low = < M – σ 117 and

Intelligence (132-14) bel
ow
30
Table. 1.1.0. Emotional Intelligence of Secondary Teachers (Overall/General)
Sl.No EI level Range of Scores No. %
1. High 147-170 141 11.51
2. Average 118-146 960 78.37
3. Low 117 and below 124 10.12
Total Scores 1225 100%
Table 1.1.1 Emotional Intelligence of Secondary Teachers (Male and Female).
Sl.No Group EI level Range of Scores No. %

High 147-170 090 12.48%
Male Average 118-146 555 76.98%
1 Low 117 and below 076 10.54%
Total 721 58.86%
High 147-170 051 10.12%
2 Female Average 118-146 405 80.36%
Low 117 and below 048 9.52%
Total 504 41.14%
Grand Total 1225
Table 1.1.2 Emotional Intelligence of Secondary Teachers (Qualification Wise)
Sl.No Group EI Level Range of Scores No. %

1. Under Graduate High 147-170 00 0%
Average 118-146 21 87.5 %
Low 117 and below 03 12.5 %
Total 24 1.96%
2. Graduate High 147-170 070 9.27 %
Average 118-146 603 79.87%
Low 117 and below 082 10.86%
Total 755 61.63%
3. Post Graduate High 147-170 71 15.92%
Average 118-146 336 75.34%
Total 446 36.41%
Grand Total 1225
31
Table 1.1.3 Emotional Intelligence of Secondary Teachers (Trained and
Untrained)
Sl.No Group EI Level Range of Scores No %

1 High 147-170 088 13.46%
Trained Average 118-146 506 77.37%
Total Scores 654 53.39%
2 High 147-170 053 9.28%
Untrained Average 118-146 454 79.51%
Low 117 and below 064 11.21%
Table 1.1.4: Emotional Intelligence of Secondary Teachers (Humanities/Science
& Computers/Commerce/Language & Others)
Sl.No Groups EI Level Range of Scores No %

1. High 147-170 67 9.91%
Humanities Average 118-146 536 79.29%
2. High 147-170 63 13.40%
Science/ Computers Average 118-146 363 77.23%
3. High 147-170 10 25.64%
Commerce Average 118-146 26 66.67%
4. High 147-170 01 2.5%
Lang/ Average 118-146 35 87.5%
others Low 117 and below 04 10.0%
Grand Total 1225
32
Table 1.1.5: Emotional Intelligence of Secondary Teachers (Age-wise)
Sl.No Range of Age EI Level Range of Scores No %

1. (A1) High 147-170 37 10.63%
21-30 years Average 118-146 280 80.46%
2. (A2) High 147-170 49 10.94 %
Average 118-146 355 79.24 %
31-40 years Low 117 and below 44 09.82 %

3. (A3) High 147-170 44 13.62 %
Average 118-146 241 74.61 %

4. (A4) High 147-170 11 10.38 %
Average 118-146 84 79.24 %
Grand Total 1225
Table 1.1.6 Emotional Intelligence of Secondary Teachers. (Experience Wise)
Sl.No Range of Experience. EI Level Range of Scores No %

1. E1 High 147-170 32 9.91%
(0-5 Years) Average 118-146 262 81.11%
Total Scores 323
2. High 147-170 29 13.62%
E2 Average 118-146 167 78.40%
(6-10 Years) Low 117 and below 17 7.98%
Total Scores 213

3. High 147-170 52 11.98%
E3 Average 118-146 332 76.50%
(11-20 Years) Low 117 and below 50 11.52%
Total Scores 434

4. High 147-170 28 10.98%
E4 Average 118-146 199 78.04%
33
(21 and above) Low 117 and below 28 10.98%
Total Scores 255
Table 1.1.7 Emotional Intelligence of Secondary Teachers (SC/ST/OBC/Gen)
Sl.No Groups EI Level Range of Scores No %

1. High 147-170 03 8.11%
SC Average 118-146 34 91.89%
Low 117 and below 00 0%
Total 37 3.02%
2. High 147-170 33 8.82%
ST Average 118-146 300 80.21%
Total Scores 374 30.53 %
3. High 147-170 20 12.27%
OBC Average 118-146 127 77.91%
Total Score 163 13.31%
4. High 147-170 85 13.06%
General Average 118-146 499 76.65%
Grand Total 1225
Table 1.1.8 Emotional Intelligence of Secondary Teachers (Government and
Private).
Sl.No Group EI Level Range of Scores No %

1. High 147-170 112 10.63%
Govt Average 118-146 827 78.54%
Low 117 and below 114 10.83%
2. High 147-170 29 16.86%
Private Average 118-146 133 77.33%
Grand Total 1225
34
Table 1.2.0 Teaching Aptitude of Secondary Teachers (Overall /General).
Sl.No TA level Percentile Range Range of Scores No. %

1. Excellent P90 and above Greater than 63.18 90 7.35%
2. Good P70-P90 57.58-63.17 228 18.61%
3. Average P30-P70 46.39-57.57 496 40.49%
4. Low P10-P30 38.93- 46.38 277 22.61%
5. Poor Below P10 Less than 38.92 134 10.94%
1225
Table 1.2.1 Teaching Aptitude of Secondary Teachers (Male and Female)
Percentile
Sl.No Group TA level Range of Scores No. %
Range
1 Male Excellent P90 and above Greater than 69
9.57%
63.18
Good P70-P90 57.58-63.17 152 21.08%
Average P30-P70 46.39-57.57 237 32.87%
Low P10-P30 38.93- 46.38 201 27.88%
Poor Below P10 Less than 38.92 62 8.60%
2 Female Excellent P90 and above Greater than 73
14.48%
63.18
Good P70-P90 57.58-63.17 124 24.60%
Average P30-P70 46.39-57.57 159 31.55%
Low P10-P30 38.93- 46.38 131 25.99%
Table 1.2.2 Teaching Aptitude of Secondary Teachers (Qualification Wise).
Sl.No Group TA level Percentile Range of No. %

Range Scores
1. Under Excellent P90 and above Greater than 00
Graduate 63.18 00%
Good P70-P90 57.58-63.17 01 4.17%
Average P30-P70 46.39-57.57 06 25%
Low P10-P30 38.93- 46.38 09 37.50%
Poor Below P10 Less than 08
38.92 33.33%
35
Total 24
Scores 1.96%
2. Graduate Excellent P90 and above Greater than
72 9.54%
63.18
Good P70-P90 57.58-63.17 162 21.46%
Average P30-P70 46.39-57.57 258 34.17%
Low P10-P30 38.93- 46.38 215 28.48%
38.92 6.36%
3. Excellent P90 and above Greater than 70
63.18 15.69%
Good P70-P90 57.58-63.17 113 25.34%
Post
Average P30-P70 46.39-57.57 132 29.60%
Graduate
Low P10-P30 38.93- 46.38 108 24.21%
38.92 5.16%
Table 1.2.3 Teaching Aptitude of Secondary Teachers (Trained and Untrained)
SL.NO TA Percentile Range of No %

Group
Level Range Scores
Excellent P90 and above Greater than 84 12.84%
63.18
1. Trained Good P70-P90 57.58-63.17 162 24.77%
Average P30-P70 46.39-57.57 208 31.80%
Low P10-P30 38.93- 46.38 162 24.77%
38.92 05.81%
P90 and above Greater than
Excellent 58 10.16%
63.18
Good P70-P90 57.58-63.17 114 19.96%
2. Untrained Average P30-P70 46.39-57.57 188 32.92%
Low P10-P30 38.93- 46.38 170 29.77%
Poor Below P10 Less than 41 07.18%
38.92
36
Table 1.2.4 Teaching Aptitude of Secondary Teachers (Humanities/Science &
Computers/Commerce/Language and Others)
sl.no Groups TA Percentile Range of No %

Level Range Scores
1. Excellent P90 and Greater than 85 12.57%
Humanities above 63.18
Good P70-P90 57.58-63.17 149 22.04%
Average P30-P70 46.39-57.57 219 32.39%
Low P10-P30 38.93- 180 26.63%
46.38
38.92
Science/ above 63.18
Computers Good P70-P90 57.58-63.17 107 22.76%
Average P30-P70 46.39-57.57 155 32.98%
Low P10-P30 38.93- 128 27.23%
46.38
38.92
Commerce above 63.18
Good P70-P90 57.58-63.17 15 38.46%
Average P30-P70 46.39-57.57 09 23.08%
Low P10-P30 38.93- 11 28.20%
46.38
38.92
4. Excellent P90 and Greater than 00 0%
Lang/ above 63.18
others Good P70-P90 57.58-63.17 05 12.50%
Average P30-P70 46.39-57.57 13 32.50%
Low P10-P30 38.93- 13 32.50%
46.38
38.92
Grand Total 1225
37
Table 1.2.5 Teaching Aptitude of Secondary Teachers (Age-wise)
Sl.No Range of TA Percentile Range of No %

Age Level Range Scores
1. Excellent P90 and above Greater than 43 12.36
63.18 %
Good P70-P90 57.58-63.17 88 25.29
A1 %
(21-30) Average P30-P70 46.39-57.57 104 29.88%
Low P10-P30 38.93- 46.38 97 27.87%
Poor Below P10 Less than 16 04.60
38.92 %
63.18 %
Good P70-P90 57.58-63.17 114 25.45
%
A2
Average P30-P70 46.39-57.57 147 32.81
(31-40)
%
Low P10-P30 38.93- 46.38 112 25.00
%
38.92 %
63.18 %
Good P70-P90 57.58-63.17 95 29.41
%
A3 Average P30-P70 46.39-57.57 109 33.75
(41-50) %
Low P10-P30 38.93- 46.38 54 16.72
%
38.92 %
63.18 %
Good P70-P90 57.58-63.17 20 18.87
%
A4
Average P30-P70 46.39-57.57 36 33.96
%
(51-60)
Low P10-P30 38.93- 46.38 29 27.36
%
38
38.92 %
Grand Total
Table 1.2.6 Teaching Aptitude of Secondary Teachers. (Experience Wise)
Sl.No Range of TA Percentile Range of No %

Experience. Level Range Scores
1. E1 Excellent P90 and Greater 39 12.07%
(0-5 Years) above than 63.18
Good P70-P90 57.58-63.17 77 23.84%
Average P30-P70 46.39-57.57 100 30.96%
Low P10-P30 38.93- 92 28.48%
46.38
38.92
Total Scores 323 26.37
%
Good P70-P90 57.58-63.17 55 25.82%
Average P30-P70 46.39-57.57 59 27.70%
Low P10-P30 38.93- 55 25.82%
46.38
38.92
Good P70-P90 57.58-63.17 104 23.96%
Average P30-P70 46.39-57.57 147 33.87%
Low P10-P30 38.93- 112 25.81%
46.38
38.92
(21 and Above) above than 63.18
Good P70-P90 57.58-63.17 40 15.69%
Average P30-P70 46.39-57.57 90 35.29%
Low P10-P30 38.93- 73 28.63%
46.38
39
38.92
Grand Total
Table 1.2.7 Teaching Aptitude of Secondary Teachers (SC/ST/OBC/Gen)
SL.NO Groups TA Percentile Range of Scores No %

Level Range
1. Excellent P90 and above Greater than 04 10.81%
63.18
Good P70-P90 57.58-63.17 11 29.73%
SC Average P30-P70 46.39-57.57 09 24.32%
Low P10-P30 38.93- 46.38 12 32.43%
63.18
Good P70-P90 57.58-63.17 82 21.92%
ST
Average P30-P70 46.39-57.57 132 35.29%
Low P10-P30 38.93- 46.38 88 23.53%
63.18
Good P70-P90 57.58-63.17 41 25.15%
OBC Average P30-P70 46.39-57.57 49 30.06%
Low P10-P30 38.93- 46.38 46 28.22%
Total Score 163 13.31%
63.18
Good P70-P90 57.58-63.17 142 21.81%
General Average P30-P70 46.39-57.57 206 31.64%
Low P10-P30 38.93- 46.38 186 28.57%
Grand Total
40
Table 1.2.8 Teaching Aptitude of Secondary Teachers (Government and Private).
Sl.No Group TA Percentile Range of Scores No %

Level Range
Govt 63.18
Good P70-P90 57.58-63.17 226 21.46
%
Average P30-P70 46.39-57.57 354 33.62%
Low P10-P30 38.93- 46.38 284 26.97%
Private 63.18
Good P70-P90 57.58-63.17 50 29.06%
Average P30-P70 46.39-57.57 42 24.42%
Low P10-P30 38.93- 46.38 48 27.91%
Grand Total 1225
Table 1.3.1 Difference between Male and Female Secondary Teachers in EI.
Sl No. Groups N Mean SD df ‘t’ Value Remarks
1 Male 721 132.36 13.59 1223 1.33 NS
2 Female 504 131.29 14.35
Table 1.3.2 Difference between Under Graduate, Graduate and Post
Graduate Secondary Teachers with Respect to EI.
Sl Groups N Mean SD df ‘t’ Remarks

No. Value
1 Under 24 126.92 10.15 777 1.42
Graduate NS
2 Graduate 755 131.05 14.16
3 Under 24 126.92 10.15 468 2.41 Significant at 0.05
Graduate Level
41
4. Post 446 133.65 13.47
Graduate
5 Graduate 755 131.05 14.16 1199 3.13 Significant at 0.01
6 Post 446 133.65 13.47
Graduate
Table 1.3.3 Difference Between Trained and Untrained Secondary Teachers
with Respect to EI

No. Value
1 Trained 654 132.33 14.87
1223 1.13 NS
2 Untrained 571 131.44 12.72
Table 1.3.4 Difference between Secondary Teachers belonging to different
Stream in EI
Sl.No. Groups N Mean SD df ‘t’ Remarks

Value
1 Humanities 676 131.24 14.50 1144 1.85 Not
2 Science/Computers 470 132.79 13.17 significant
1 Humanities 676 131.24 14.50 713 2.23 Significant
2 Commerce 39 136.56 14.08 at 0.05
level
1 Humanities 676 131.24 14.50 714 1.20
2 language /Others 40 128.45 10.20 Not
Stream significant
1 Science & 470 132.79 13.17
Not
Computers 507 1.70
significant
2 Commerce 39 136.56 14.08
1 Science & Significant
470 132.79 13.17
Computers at 0.05
508 2.03
2 language /Others level
40 128.45 10.20
Stream
1 Commerce 39 136.56 14.08 Significant
2 language /Others 40 128.45 10.20 77 2.94 at 0.01
Stream level
42
Table 1.3.5 Difference Between Teachers belonging to different Age Groups
in EI

No. Value
1 Age group 1 348 132.21 11.64
2 Age group 448 132.28 13.05 794 0.08 Not
2 significant
1 Age Group 1
348 132.21 11.64 669 1.12 Not
2 Age group 323 130.96 16.83 significant
3
1 Age group
1 348 132.21 11.64 452 0.06 Not
4
1 Age group 2 448 132.28 13.05
2 Age group 3 323 130.96 16.83 769 1.22 Not
significant
1 Age group 2 448 132.28 13.05 Not
2 Age group 4 106 132.29 14.49 552 0.006 significant
1 Age group 3 323 130.96 16.83 0.73 Not

2 Age group 4 106 132.29 14.49 427 significant
Table 1.3.6 Difference between Teachers having different years of Teaching
Experience. in EI
Sl
No. Groups N Mean SD df ‘t’ Remarks
Value
1 1-5 Years
Experience. 323 131.76 12.04 534 not
2 6-10 Years 0.96 significant
Experience. 213 132.80 12.46
1 1-5 Years
323 131.76 12.04
Experience. Not
755 0.021
2 11-20 Years significant
434 131.74 15.51
Experience.
1 1-5 Years Not
323 131.76 12.04 576 .085
Experience. Significant
43
2 21 and Above
Years 255 131.67 14.44
Experience.
1 6-10 Years 213 132.80 12.46
Experience. 645 0.86 not
2 11-20 Years 434 131.74 15.51 significant
Experience.
1 6-10 Years 213 132.80 12.46 466 0.89
Experience. not
2 21 and above 255 131.67 14.44 significant
Years
Experience.
1 11-20 Years
434 131.74 15.50
Experience. 687 Not
2 21 and Above 0.06 significant
Years 255 131.67 14.44
Experience.
Table 1.3.7 Difference between Teachers belonging to Different Category
Various Category (SC, ST, OBC and General) in EI

No. Value
1 SC 37 134.21 8.57 1.36 not
2 ST 374 131.03 14.16 409 significant
1 SC 037 134.21 8.57 198 1.04 Not
2 OBC 163 131.98 12.58 significant
1 SC 037 134.22 8.57 not
2 General 651 132.28 14.31 687 0.83 significant
1 ST 374 131.03 14.16 Not
535
2 OBC 163 131.98 12.58 0.73 significant
1 ST 374 131.03 14.16 1023 1.35 Not
2 General 651 132.28 14.31 significant
1 OBC 163 131.97 12.58 812 0.25 Not
2 General 651 132.28 14.31 significant
44
Table 1.3.8 Difference between Teachers Working in Govt and Private
School in EI

No. Value
1 Govt. 1053 131.59 14.16 1223 2.06 Significant
2 Private 172 133.93 12.13 at 0.05
level
Table 1.4.1 Difference between Male and Female Secondary Teachers with
Respect to TA

No. Value
1 Male 721 33.44 5.64 Significant
2 Female 504 34.67 4.85 1223 3.98 at 0.01
Level
Table 1.4.2 Difference Between Under Graduate, Graduate and Post
Graduate Secondary Teachers with Respect to TA

No. Value
1 Under 24 28.36 5.77 777 4.86 Significant
Graduate at 0.01
2. Graduate 755 33.71 5.27 level
1 Under 24 28.38 5.77 468 5.63 Significant
Graduate at 0.01
2. Post 446 38.65 5.30 Level
Graduate
1 Graduate 755 33.71 5.27
Significant
2 Post 1199 2.99
446 34.65 5.30 at 0.01
Graduate
45
Table 1.4.3 Difference Between Trained and Untrained Secondary Teachers
with Respect to TA
1 Trained 654 34.29 5.40 Significant

1223 2.44 at 0.05
2 Untrained 571 33.54 5.30
Level
Table 1.4.4 Difference between Secondary Teachers belonging to different
Stream in TA.
No. Value
1 Humanities 676 34.05 5.31 1144 0.17 Not
2 Science 470 34 5.35 significant
/Computers
1 Humanities 676 34.05 5.31 713 1.08 Not
2 Commerce 39 35 4.69 significant
1 Humanities 676 34.05 5.31 714 4.20 Significant
2 Language /Others 40 30.40 5.96 at 0.01 level
1 Science/Computers 470 34 5.35 507 1.13 Not
2 Commerce 39 35 4.69 significant
1 Science/Computers 470 34 5.35 Significant

508 4.04
2 Language /Others 40 30.40 5.96 at 0.01 level
1 Commerce 39 35 4.69 Significant
77 3.81 at 0.01
2 Language /Others 40 30.40 5.96
level.
46
Table 1.4.5 Difference between Teachers belonging to Different Age Groups
in TA.
Sl
No. Groups N Mean SD df ‘t’ Remarks
Value
1 Age group 348 34.39 4.97
1 794 0.013 Not
1 Age Group 348 34.39 4.97 669 3.05
1 Significant
2 Age group 3 323 33.12 5.74 at 0.01
level
Age Group 348 34.39 4.97

1
1 452 2.24 Significant
2 Age group 4 106 33.08 6.07 at 0.5 level
1 Age group 2 448 34.39 5.12 769 3.22 Significant
2 Age group 3 323 33.13 5.74 at 0.01
level
1 Age group 2 448 34.39 5.12 Significant
2 Age group 4 552 2.280 at 0.05

106 33.08 6.07
level
47
1 Age group 3 323 33.13 5.74
2 Age group 427 0.06 Not

106 33.08 6.07
4 significant
Table 1.4.6 Difference between Teachers having different years of Teaching
Experience. in TA
No. Value
1 1-5 Years 323 34.28 4.87 534 0.65 Not significant
Experience.
2 6-10 Years 213 34.57 5.27
Experience.
1 1-5 Years
323 34.28 4.87
Experience.
755 0.98 Not significant
2 11-20 Years
434 33.91 5.47
Experience.
1 1-5 Years
Experience. 323 34.28 4.87 Significant at
2 21 and Above 576 2.80 0.01 Level.
Years Experience. 255 33.05 5.74
1 6-10 Years
Experience. 213 34.57 5.27 645 1.46 Not significant
48
2 11-20 Years
Experience. 434 33.91 5.47
1 6-10 Years Significant at
Experience. 213 34.57 5.27 466 2.97 0.01 Level
2 21 and Above
1 11-20 Years Significant at
Experience. 434 33.91 5.47 687 1.96 0.05 Level
2 21 and Above
Table 1.4.7 Difference between Teachers belonging to Various Categories
(SC, ST, OBC and General) in TA
Sl No. Groups N Mean SD df ‘t’ Value Remarks
1 SC 37 34.41 4.80 409 0.60 Not Significant
2 ST 374 33.84 5.46
1 SC 37 34.41 4.80 198 0.42 Not significant
2 OBC 163 34.01 5.19
1 SC 37 34.41 4.80 686 0.49 Not significant
2 General 651 33.96 5.39
1 ST 374 33.84 5.46 535 0.34 Not significant
2 OBC 163 34.01 5.19
49
1 ST 374 33.84 5.46 1023 0.33 Not significant
2 General 651 33.96 5.39
1 OBC 163 34.01 5.19 812 0.11 Not significant
2 General 651 33.96 5.39
Table 1.4.8 Difference between Teachers Working in Govt and Private
School in TA
No. Value
1 Govt. 1053 33.82 5.41 1223 2.05 Significant
2 Private 172 34.72 4.98 at 0.05
level
Table 1.5.1 Relationship between Overall EI and TA of Secondary School
Teachers
Sl No. Group Variable N ‘r’ value Remarks
EI Significant
1 Overall 1225 0.22
TA At .01 Level
50
Table 1.5.2 Relationship between Overall EI and TA of Male Secondary
School Teachers.
Male EI Significant at
1 721 0.159
TA .01 Level
5.3 Relationship between Overall EI and TA of Female Secondary School
Teachers
EI 504 Significant
1 Female 0.27
TA at 0.01 Level
Table 1.5.4. Relationship between Overall EI and TA of Secondary School
Teachers (Undergraduate).
EI
Significant
Under TA 24 0.523
1 at 0.01 Level
Graduates
51
Teachers (Graduates)
EI 0.174 Significant
1 Graduates
TA 755 at 0.01 Level
Teachers (Post Graduate)
Post EI Significant
1 0.273
Graduates TA 446 at 0.01 Level
Teachers (Trained)
EI Significant
1 Trained 654 0.234
TA at 0.01 Level
52
Teachers (Untrained)
EI Significant
1 Untrained 571 0.209
TA at 0.01 Level
Teachers (Humanities Stream)
Sl No. Stream Variable N ‘r’ value Remarks
EI Significant
1 Humanities 676 0.210
TA at 0.01 Level
Teachers (Science & Computers Stream)
Science EI
1. and 470 0.236 Significant

TA
Computers at 0.01 level
53
Teachers (Commerce Stream)
EI
Commerce 39 0.115 NS
1 TA
Teachers (Language and Other Streams)
Language EI
1 and 40 0.351 Significant

TA
Others at 0.05 level
54
Teachers (Age 1 category)
1 Age EI Significant
0.189
2 Group 1 TA 348 at0.01 level
Table 1.5.14 Relationship between Overall EI And TA of Secondary School
Teachers (Age 2 category)
Age EI Significant
1 448 0.25
Group 2 TA at 0.01 level
55
Teachers (Age 3 category).
Age EI Significant
1 0.16
Group 3 TA 323 at0.01 level
Table 1.5.16 Relationship between overall EI and TA of Secondary School
Teachers (Age 4 category).
Age EI Significant
1 0.39
Group 4 TA 106 at .01 level
Teachers (0-5 years of Experience.)
Sl. No Experience N Variables ‘r’ value Remarks
0-5 EI Significant
323 0.20
1. years TA at 0.01 level
56
Table 1.5.18. Relationship between Overall EI And TA of Secondary School
6-10 EI Significant
1. 213 0.17
years TA at 0.05 level
11-20 EI Significant
434 0.278
1. years TA at 0.01 level
Table 1.5.20. Relationship between overall EI and TA of Secondary School
Teachers (21 and above years of Experience.)
Sl. No Experience Variables N ‘r’ value Remarks
21 and EI Significant
1. 255
above years TA 0.179 at 0.01 level
57
Table 1.5.21. Relationship between Overall EI and TAT of Secondary School
Teachers (SC Category)
Sl No. Category Variables N ‘r’ value Remarks
EI
1 SC 0.230 NS
TA 37
Teachers (ST Category)
1 EI Significant
ST 0.20
TA 374 at 0.01 level
Teachers (OBC Category)
EI Significant
1 OBC 163 0.21
TA at 0.01 level
58
Teachers (General Category)
EI Significant
1 General 651 0.238
TA at 0.01 level
Teachers (Government Schools)
Sl No. School Variables N ‘r’ value Remarks
EI Significant
1 Govt. 0.20
Teachers (Private Schools)
Sl No. School Variables N ‘r’ value Remarks
EI Significant
1 Private 0.326
59

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A STUDY OF EMOTIONAL INTELLIGENCE AMONG SECONDARY

SCHOOL TEACHERS OF SIKKIM IN RELATION TO THEIR

Abstract of the Thesis

Submitted for the Degree of Doctor of Philosophy in Education

Supervisor Research Scholar

Teachers particularly need to develop emotional skills because teachers

should be emotionally intelligent amidst hectic life prevailing in the modern

world. Sikkim has a heterogeneous, multicultural and multilingual society which

is reflected and manifested in the diverse groups of students in the classroom.

emotional instability and individual difference, a teacher should understand them

teacher needs to be equipped with Emotional Intelligence to do justice with his

students and the profession. Hence the need of the study.

1.1. Statement of the Problem

In order to survive and succeed in a competitive and fast changing world

everybody needs to develop and nurture Emotional Intelligence. Teaching is the

go waste without achieving the desired result.

The study will focus on finding out the Emotional Intelligence of

Experience, stream, training, community, and type of management of the school.

1.2. Title of the Study

A Study of Emotional Intelligence among Secondary School Teachers of

Sikkim in Relation to Their Teaching Aptitude

1.3. Operational Definition of the Terms

1. Emotional Intelligence: Emotional Intelligence refers to a set of abilities

including self-awareness, mood management, self-motivation, empathy,

and managing relationships.

2. Teaching Aptitude: Teaching Aptitude is a condition or set of

characteristics including knowledge, understanding and attitude regarded

as symptomatic or indicative of individual‟s ability to acquire through

training, abilities for teaching work.

3. Secondary School Teachers: Secondary School Teachers in the present

study will refer to teachers teaching Classes IX and X.

The following are the objectives of the study

1. To study the Emotional Intelligence Level of Secondary School Teachers

2. To study the Teaching Aptitude Level of Secondary School Teachers.

3. To study the differences between the Emotional Intelligence of

(i) Male and Female Secondary School Teachers

(ii) Under Graduate , Graduate and Post- graduate Secondary

(iii) Trained and Untrained Secondary School Teachers

(iv) Humanities, Computer/ Science, Commerce and Language

Secondary School Teachers.

(v) Secondary School Teachers belonging to different Age

(vi) Secondary School Teachers having different years of

(vii) SC /ST/OBC and General Secondary School Teachers.

(viii) Government Teachers and Private Secondary School

4. To study the difference between the Teaching Aptitude of

(i) Secondary School Male and Female Teachers

(ii) Under Graduate , Graduate and Post- graduate Secondary

(iv) Humanities, Computer/Science, Commerce and Language

Secondary School Teachers.

(v) Secondary School Teachers belonging to different Age

(vi) Secondary School Teachers having different years of

(vii) SC /ST/OBC and General Secondary School Teachers.

(viii) Government Teachers and Private Secondary School

5. To study relationship between Emotional Intelligence and Teaching

(i) The Overall Sample of Secondary School Teachers

(ii) Secondary School Male and Female Teachers

(iii) Under Graduate , Graduate and Post- graduate Secondary

(iv) Trained and Untrained Secondary School Teachers

(v) Humanities, Computer/Science, Commerce and Language

Secondary School Teachers.

(vi) Secondary School Teachers belonging to different Age

(vii) Secondary School Teachers having different years of

(ix) Government Teachers and Private Secondary School

1.5 Null hypotheses