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

Ravi Kant^1, and Samir Kumar Lenka²

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

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

Cite this paper:
Ravi Kant and Samir Kumar Lenka. Does Emotional Intelligence Get Affected from Some Biographical Factors- in Special Reference to Trainee Teachers?. American Journal of Educational Research. 2013; 1(6):216-220. doi: 10.12691/education-1-6-8

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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