Abstract
The present study is an attempt to explore the influence of Emotional Intelligence (E.I.) on Teacher Effectiveness (T.E.) of science teachers of secondary schools of East Khasi Hills District in Meghalaya (N = 352). Emotional Intelligence inventory and Teacher Effectiveness scale were used to collect the data. Mean, Standard Deviation, t-test, and correlation were used for data analysis. The findings of the study revealed that there is a significant difference in Emotional Intelligence between male and female science teachers and female science teachers are slightly higher in Emotional Intelligence than their male counterparts. Further, there is no significant difference in Emotional Intelligence among the science teachers with respect to locale, community, qualification and teaching experience. There is no significant difference in Teacher Effectiveness among the science teachers with respect to gender, locale, community, qualification and teaching experience. The findings of the study revealed a relationship between Emotional Intelligence and Teacher effectiveness and between TE and the dimensions of EI. Although the correlation is neglible, EI influences TE to some extent.
Highlights
Teaching is a demanding activity with vast operating locale
The findings of the study revealed that there is a significant difference in Emotional Intelligence between male and female science teachers and female science teachers are slightly higher in Emotional Intelligence than their male counterparts
There is no significant difference in Teacher Effectiveness among the science teachers with respect to gender, locale, community, qualification and teaching experience
Summary
Teaching is a demanding activity with vast operating locale. It depends on clearly defined set of competencies, skills, attributes possessed by experts working in this field. With technology taking the center stage these days, the teacher can no longer linger on the pathway of traditional style of teaching Their competencies and effectiveness depend on their innovation, vast usage of technology and managing of emotions which bring forth a great impact on the teaching learning process. The high feature continuous professional development of serving teachers should encapsulate those areas by updating their knowledge and equipping teachers with befitting competencies and skills. This would reveal if the educational system is advancing or not. Such a teacher knows when to be more resilient and proactive for different stressors and is not pressurised by stress
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