Author(s) :   Manju Devi

Abstract : Emotional Intelligence (EI) has emerged as a vital determinant of effective teaching, impacting educators’ professional capabilities and personal well-being. This study examines the EI of school teachers in Rohtak, Haryana, focusing on two key demographic variables: gender and type of school (public/government vs. private). Drawing from the foundational theories of Salovey and Mayer (1990), Goleman (1995, 1998), and Bar-On (1997), the study conceptualizes EI as a multifaceted construct involving emotional awareness, regulation, empathy, and interpersonal skills. Employing a descriptive research design, a representative sample of 200 teachers was selected through multi-stage random sampling.

Emotional Intelligence was measured using the Emotional Intelligence Scale (EIS) developed by Hyde, Pethe, and Dhar (2002), encompassing ten key dimensions and demonstrating strong reliability (α = 0.88). Data were analysed using statistical tools including mean, standard deviation, and independent 't' tests to compare EI across gender and school type.

The results indicated no statistically significant differences in emotional intelligence between male and female teachers or between teachers working in public/government and private institutions. These findings suggest that neither gender nor school type significantly influences a teacher’s level of emotional intelligence.

The study highlights the integral role of EI in fostering effective teaching and learning environments. It emphasizes the need for incorporating EI development programs into teacher training curricula to enhance emotional resilience and classroom management. By strengthening educators' emotional competencies, schools can create more empathetic, inclusive, and adaptive educational settings, ultimately benefiting both teachers and students.

Keywords: Emotional Intelligence, Teachers, Gender, Type of School, Educational Effectiveness.

DOI : 10.61161/ijarcsms.v5i6.2

Pages : 163-169

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