A STUDY OF EMOTIONAL INTELLIGENCE IN RELATION TO TEACHER EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

Abstract

The success of an educational institution depends on the quality of its teachers. The teacher is regarded as the architect of a nation. Teachers who are committed and dedicated to the teaching profession alone can discharge their duties effectively in the schools. An effective teacher is one who has a sense of humour, ability to explain things clearly to the students, capacity to make any subject interesting to the learner, capability to control the class and willingness to work for the all round development of the students.  It is commonly observed that people who are emotionally balanced are able to do any piece of work actively and effectively; and this holds good in respect of teachers also.  Teachers who are emotionally balanced are supposed to teach effectively as compared to those who have no control over their emotions.  In this context, the researchers thought it desirable to conduct a study to explore the relationship between Emotional Intelligence and Teacher Effectiveness among secondary school teachers with regard to three socio-demographic variables, viz., ‘locality’, ‘gender’ and ‘teaching experience’. The researcher used Teacher Emotional Intelligence Scale (TEIS-ANJS) developed and standardized by Nahid Ashraf & Sajid Jamal (2021); and Teacher Effectiveness Scale (TES-KU) developed and standardized by Umme Kulsum (2025) to collect data from 250 teachers working in 50 selected secondary schools located in Visakhapatnam district of Andhra Pradesh using ‘Stratified Random Sampling technique. The data were analyzed using inferential and differential statistics. The findings of the study revealed that the socio-demographic variables – ‘Locality’ and ‘Gender’ have no influence on the perceptions of teachers towards Emotional Intelligence (EI) and Teacher Effectiveness (TE). However, ‘teaching experience’ has a significant positive influence on their perceptions. Teachers with an experience of 15 years and above have shown higher levels of EI and TE. Further, the study revealed high positive correlation between EI and TE of secondary school teachers.