An Exploration of Emotional Intelligence in Teaching: Comparison between Practitioners from the United Kingdom & India

Abstract

Evidence demonstrates that an increase of emotional intelligence levels leads to work productivity and effectiveness. Within this study, emotional intelligence levels were examined for United Kingdom and Indian teacher practitioners. Teacher practitioners were instructed to complete a self-report measure of emotional intelligence following email contact. Results demonstrate that cross-cultural emotional intelligence scores were moderately high for teacher practitioners of the United Kingdom and India. Further, overall scores demonstrated that female practitioners scored higher in emotional intelligence than male practitioners. In relation to gender differences it was also evidenced that male and female Indian practitioners scored higher in emotional intelligence than those from the United Kingdom. In addition, emotional intelligence data for age identified that maturity and experience led to higher scores. The sub-domain of self-awareness was integral to the relationship between increased emotional intelligence and other associated sub-domains. One limitation of the research resonates to the use of a predominant quantitative design. Future research should focus on adopting a qualitative methodology that would enable greater depth and regression analysis.