Comparison between Emotional Intelligence and Aggression among Student Teachers at Secondary Level

Sajna Jaleel,Alie Molly Verghis

doi:10.13189/ujer.2017.050117

Sajna Jaleel, Alie Molly Verghis

Open Access

https://doi.org/10.13189/ujer.2017.050117

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Abstract

The study explored the relationship between emotional intelligence and aggression among teacher trainees at secondary level. The hypothesis formulated for the study was, there is no significant relationship between Emotional Intelligence and aggression of teacher trainees at secondary level. The method adopted for the study was descriptive survey, which was carried out on a sample of 90 student teachers at secondary level, selected purposively. The tools used for data collection were, 1) Emotional Intelligence Inventory by S.K. Mangal and Shubhra Mangal designed for college and university students for the measurement of their emotional intelligence (total as well as separately) in respect to four areas or aspects of emotional intelligence namely, intrapersonal awareness, interpersonal awareness, intra personal management and interpersonal management. 2) Aggression Scale by Dr. G.P. Mathur and Dr. Rajkumari Bhatnagar. The statistical techniques used for the study are, Karl Pearson Product Moment coefficient of correlation and Analysis of Variance. The results revealed that 44 % of the teacher trainees have average emotional intelligence, 26 % have high EI, whereas, 24 % have low EI. Only 6.66% of teacher trainees have low aggression. 44% have average aggression and almost half of the sample has high aggression. The computed value of coefficient of correlation between Emotional Intelligence and Aggression is not significant at .05 level. The computed value of coefficient of correlation between Emotional Intelligence and Aggression of teacher trainees coming from rural and urban areas is also not significant at .05 level.

Highlights

Emotional Intelligence (EI) may be defined as the ability to perceive, understand and regulate one’s emotions or another person’s emotions [1,2]
The results revealed that 44 % of the teacher trainees have average emotional intelligence, 26 % have high EI, whereas, 24 % have low EI
This shows that methods for developing the EI of teacher trainees are necessary

Summary

Introduction

Emotional Intelligence (EI) may be defined as the ability to perceive, understand and regulate one’s emotions or another person’s emotions [1,2]. More Than IQ, claims that only 20% of a person’s success can be attributed to IQ. It is Charles Darwin who first recognized the importance of EI. Researches proved that emotional intelligence and social intelligence are more effective predictors of a person’s success in life. Emotional intelligence describes the ability, capacity, skill, or self-perceived ability to identify, assess, and manage the emotions of one’s self, of others, and of groups. People who possess a high degree of emotional intelligence know themselves very well and are able to sense the emotions of others. They are affable, resilient, and optimistic [4]

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