Open Access Peer-reviewed

Does Emotional Intelligence Get Affected from Some Biographical Factors- in Special Reference to Trainee Teachers?

Ravi Kant1,, Samir Kumar Lenka2

1Maulana Azad National Urdu University, College of Teacher Education, Darbhanga, Bihar, INDIA

2Nathulal Das B.Ed. College, Murshidabad, West Bengal

American Journal of Educational Research. 2013, 1(6), 216-220. DOI: 10.12691/education-1-6-8
Published online: August 25, 2017

Abstract

Emotions influence all aspects of human interaction. Emotional intelligence involves the ability to perceive accurately, the appraisal and expression of emotions, the ability to assess and / or generate feelings when they facilitate thought; the ability to understand emotions and emotional knowledge and the ability to regulate emotions to promote emotional and intellectual growth. A teacher in the classroom has to make adjustments in teaching strategies according to the nature and scope of curriculum and evaluate the success of teaching in terms of students’ growth. Teaching is an emotional practice. Teachers’ emotional commitments and connections to students energize and articulate everything that teachers do. In this investigation, with the help of Pearson’s correlation quotient, an attempt has to find out the effect of biographical factors i.e. gender, SES, Type of institution on the emotional intelligence. This investigation revealed that gender does not play any role in development of emotional intelligence; also type of institution does not have any effect on emotional intelligence. But socio economic status shows a significant effect on emotional intelligence. With high socio economic status trainee teachers has high emotional intelligence; on other hand with low socio economic status some trainee teachers has low emotional intelligence.

Keywords:

emotional intelligence, biographical factors, trainee teachers
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