Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience

Yıl 2014, , 63 - 81, 01.12.2014

Amit Kauts Vijay Kumar Chechi

https://doi.org/10.18039/ajesi.08411

Cited By: 1

Öz

Present study aims at studying the influence of the emotional intelligence, age and qualification on the teacher effectiveness of the teachers. The study population included secondary schools teachers working in Jalandhar and Ludhiana districts of Punjab, India. Using a multi-stage random sampling method, a sample volume of 739 teachers was determined. Two main instruments were used to measure the study variables: a 80-item questionnaire by C R Darolia on emotional intelligence (five scales: Self-awareness, Motivating Oneself, Managing Emotions, Empathy and Handling Relations, and a 60- item Teacher Effectiveness Scale by Kumar and Mutha, 1985. The frequency, mean and standard deviation values were calculated and a 3 way ANOVA analysis was performed to evaluate the statistical significance of the findings. The study results revealed that: (a) Differences in teacher effectiveness of groups of teachers’ based on school type i.e. government and private secondary schools, are not significant. (b) Teachers with low emotional intelligence are less effective in teaching than teachers with high emotional intelligence. c) More experienced teachers are found to be more effective than less experienced teachers. Thus, it can be concluded that emotional intelligence and teaching experience matters in making of a teacher to be effective.

Anahtar Kelimeler

Emotional intelligence, teacher effectiveness, age, qualification and school type

Kaynakça

• intelligence are less effective in teaching than teachers with high emotional intelligence. Similar
• to the finding, different studies conducted by Cirarrochi, Chan and Caputi (2000); Sutton and
• Whitely (2003) and Kauts and Saroj (2010) concluded that emotional intelligence is a key factor
• in the success in teaching and to become more effective, one needs to be more emotionally
• intelligent. Also, teacher effectiveness of less and more experienced secondary school teachers is
• found significant. More experienced teachers are found to be more effective than less experienced
• teachers. Similar results were reported by Kane et al (2006); Rivkin et al. (2005); Decker, et al.
• (2004); Ling (2008) and Basiron (1999) which states that with experience teachers become more
• effective in dealing with different types of teacher responsibilities.
• Thus, it can be concluded that emotional intelligence and teaching experience matters in making
• of a teacher to be effective. Thus the emotional intelligence training which does not have any place
• in the training of pre service and in service trainings shall be made the part of orientation and
• refresher courses. The researches have proved that emotional intelligence can be developed. For
• the fresh recruitments the testing of emotional intelligence can be included alongwith the
• certification. Similarly, the teaching experience makes a point for the administrators that more
• challenging and difficult tasks & responsibilities shall be given to more experienced teachers. Both
• the findings are very important for policy makers and administrators at the grassroot level of school
• functioning and upright at the recruitment policy by planners.
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