EMOTIONAL INTELLIGENCE OF STUDENT TEACHERS (PRE-SERVICE) AT PRIMARY LEVEL IN PUDUCHERRY REGION
used the term social intelligence to describe the skill of understanding and
managing other people.
Emotional intelligence refers to the capacity for recognising our own feelings and those of others, for motivating ourselves and for motivating emotions well in ourselves and in our relationships. It is the ability to perceive accurately, appraise and express emotions, generate feelings that facilitate thoughts and an ability to regulate emotions to promote growth. It is also defined as an array of non-cognitive capabilities competencies and skills that influence one’s ability to succeed in coping with environmental demands and pressure. According to Goleman, emotional intelligence has five elements: self-awareness, self-regulation, motivation, empathy, and social skills.
Rationale of the study
1. To find out the level of emotional intelligence Of student teachers (pre-service) at primary Level.
2. To study the differences in the level of Emotional intelligence between the groups Regarding sex, locality and marital status.
1. Emotional intelligence of student teachers (pre-service) is high.
2. There is no significant difference between The means scores of emotional intelligence regarding sex, locality and marital status.
The sample for the study consisted of 220 student teachers selected randomly from the Union Territory of Puducherry.
Scale of emotional intelligence, developed and standardised by Balasubramanium (2003) was used that consisted of 50 objective type questions of multiple choice type.
Scale of emotional intelligence was administered to the student teachers after obtaining prior permission from the principals of teacher training institutes in the Union Territory of Puducherry. The data collected were analysed with the help of suitable statistical techniques.
Results and Discussion
Emotional intelligence of student teachers in Puducherry region was above average as the mean and standard deviation were found to be 33.46 and 9.46, respectively. It was observed that 68% of the student teachers had above average level of emotional intelligence. No significant difference was observed in emotional intelligence between men and women student teachers as the calculated‘t’ value 0.86 was not significant at both levels of significance. Therefore, null hypothesis formulated for this purpose was accepted. Hence, men and women student teachers have same level of emotional intelligence. Significant difference was observed in emotional intelligence between the groups regarding locality of the residence of student teachers as the calculated ‘t’ value 3.42 was found to be significant at both levels of significance. Therefore, the null hypothesis formulated for this purpose was rejected. Hence, locality of residence has a significant effect on emotional intelligence of student teachers. Significant difference was observed in emotional intelligence between the groups regarding marital status, as the calculated ‘t’ value 2.88 was found to be significant at both levels of significance. Therefore, the null hypothesis formulated for this purpose was rejected. Hence, marital status has a significant effect on emotional intelligence of student teachers.
It is concluded from the findings that the emotional intelligence of student teachers (pre-service) at primary level in Puducherry is high. There is necessity to develop the emotional competencies of the student teachers, which in turn helps them to develop the same among their students. Inspirational subjects like art, literature, poetry and music help in developing an appreciation of the beautiful and sublime emotions in life. They should be included in the teacher education curriculum. Religious beliefs and an abiding faith in God help in tolerance and stability of emotions. There should be no suppression of emotions. They should be sublimated through constructive activities. Sports, games, dramatics, and other co-curricular activities are of great value. Skill, confidence and involvement in work as well as a healthy sense of humour are basic to emotional intelligence. Therefore, work ethics and balanced work and healthy living must be stressed in the curriculum. Emotions should be concentrated or directed towards some good object or healthy idea. Such a direction and concentration can lead to development like justice, patriotism and other moral qualities. Strategic competency in teaching can be developed in teachers by means of emotional intelligence. The concept of emotional intelligence may be incorporated in the teacher education curriculum to revitalize teacher education programme.
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