Cumulative Effect of Emotional Intelligence and Self- Efficacy on Performance of School Teachers

Abstract

The aim of present investigation was to study the performance of school teachers in terms of Emotional Intelligence and Self-Efficacy. In doing so, multistage random sampling procedure was employed to elicit responses from 550 senior secondary school teachers identified in various parts of the State. Standardized questionnaire were administered as tools for data collection. Twoways Analysis of Variance (ANOVA) was used to analyze the data. The results indicated that i) the senior secondary school teachers are ‘ substantially effective’ in their Classroom Performance; (ii) there is significant independent effect of variables viz. emotional intelligence and self-efficacy on classroom performance among senior secondary school teachers; and (iii) there is significant two factor interactive effect of variables on classroom performance among senior secondary school teachers.