ASIAN JOURNAL OF EDUCATIONAL RESEARCH & TECHNOLOGY

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Website: http://www.tspmt.com

Vol. 4 (2), July 2014: 485-489

ISSN (Print): 2249-7374
ISSN (Online): 2347-4947

RESEARCH ARTICLE

Effect of Emotional Intelligence on the Teaching Competency of the Prospective

Teachers
Shyam Sundar Kushwaha
Deptt. of Education, M.P. Government Degree College,
Sikandara Rao, Hathras
Email: shyam.kushwaha06@gmail.com
Received: 10th June 2014, Revised: 28th June 2014, Accepted: 30th June 2014

ABSTRACT
The present investigation aimed to know the effect of Emotional Intelligence on Teaching Competency of
perspective teachers. For the purpose a sample of 260 male and 240 female was selected from B.Ed.
colleges of Dr. B.R.A. University, Agra by using accidental technique of sample selection. In the present
study the Ex-post-facto method of research was used. General Teaching Competency Scale constructed by
Passi and Lalita and Emotional Intelligence Scale constructed by Zainuddin and Ahmed were used to
collect the data. Results revealed that the high emotionally intelligent prospective teachers are more
effective in teaching competence i.e. emotional intelligence contribute towards significantly in teaching
competency as well the total teaching competency.

INTRODUCTION
Education is a purposeful process. Through it we want to bring desirable changes in
behaviour of a child. For this, formal efforts have been made by putting the child in a
school where teachers provide inputs and try their best to mould the behaviour of the
child in desirable directions. It is the teacher who leaves memorable impact on the child
so that the teacher himself should be aware about the need of the society and the child in
one hand and competent enough to bring out desirable changes on the other. For this, his
knowledge, motivation, skillfulness, mental set of mind, etc. of the teacher play a vital
role.
No education system can thrive well without the help of competent teachers. The entire
edifice of education is shaky if the teacher is incompetent. A competent teacher is amongst
the foremost factors contributing to educational requirement and improvement. The role of
the teachers in the teaching-learning process is at the pivot place. Teacher acts as the bridge
between educational system and the pupils. The impact of any educational programme of
innovation on the pupil operates through the teacher. Thus in brief the success and
standard of any school depends directly on the quality and competency of its teachers.
Therefore for vertical mobility of the standard of education, the first and the foremost steps
should be to produce competent teachers.
Further, the competence of teacher plays a pertinent role not only in teaching but also to
achieve the pre-specified goals of education. The competence in teaching may be linked
with the different aspects of teachers personality viz., cognitive, affective and psycho-motor.
It includes- intelligence, aspiration level, creativity, interest, attitude, achievement
motivation, values, emotional intelligence, mental health, mental and manual skills, etc. In
this connection, Williams and Sternberg (1980) agreed that best I.Q. contribute about 20
percent to the factors that determines the life success, which leaves 80 percent to the other
factors emerging within the environment or in other terms, it could be termed as
situational needs which put forward challenges before an individual to react, adjust and
move ahead for success. These non-I.Q. factors are ranging from social class to luck
(Gardner 1995).
Eysenck (1994) has argued that the maximum limit of intelligence is determined by
genetic factors. If we accept this, it gives rise to questions such as what can be changed

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Asian J. Edu. Res. & Tech.

that will help our children fare better in life? Another very important question emerges
whether people with very high I.Q. are successful in all domains of life? Such questions
make our mind to study in deep what is that significant factor which surprisingly makes a
person with moderate I.Q. perform better than a person with very high I.Q. Some of the
new dimensions and concepts emerged during the past four decades such as wisdom
(Sternberg, 1990), social intelligence (Cantor and Harlow, 1994), emotional intelligence
(Salovey and Mayer, 1994) and common sense (Sternberg, et. al. 1995), the distinction
between emotion and intelligence has been blurred. Among all these, the concept of
emotional intelligence is more pervasive and inclusive as it incorporates the major
characteristics of other related concepts. Therefore, the need for investigation in this area
is felt by the researcher and planned to see the relationship between teaching
competency and emotional intelligence of the prospective teachers.
HYPOTHESES
1. There exists no significant difference in Teaching Competency of high, average and
low emotionally intelligent prospective teachers.
2. There is no significant correlation between teaching competency and emotional
intelligence.
METHODOLOGY
1. SAMPLE
A sample of 260 male and 240 female was selected from the total cluster of the
prospective teachers of B.Ed. colleges of Dr. B.R.A. University, Agra by using accidental
technique of sample selection.
2. METHOD
In the present study the Ex-post-facto method of research was used.
3. TOOLS
In the present study the following tools were employed for data collection General Teaching Competency Scale constructed by B.K. Passi and M.S. Lalita.
Emotional Intelligence Scale constructed by Roqiya Zainuddin and Anjum Ahmed.
4. STATISTICAL TECHNIQUES
The data were analyzed by the use of various statistical techniques viz; Mean, Coefficient
of Correlation, Standard Deviation and Critical Ratio
RESULT AND DISCUSSION
To study the effect of Emotional Intelligence on Teaching Competency, first of all, the total
sample of prospective teachers was categorized into three groups i.e. high, average and
low emotionally intelligent. To categorize the total sample into three categories as high,
average and low, the mean and standard deviation of emotional intelligence scores were
considered. The Prospective teachers who scored 73 (M + 1) and above on Emotional
Intelligence Scale were considered as high in emotional intelligence. The prospective
teachers who scored 60 (M - 1) and below on the emotional intelligence scale were
considered as low emotionally intelligent, while prospective teachers who scored in
between the scores 60 and 73 were considered as average in emotional intelligence. To
compare the three groups of prospective teachers on their teaching competency, the critical
ratio test was applied. The results obtained are shown in the table given below
A careful perusal of the table 1 reflects that on teaching competency scale, the high
emotionally intelligent prospective teachers scored high in comparison to the average
and low emotionally intelligent prospective teachers. The obtained CR-values for low and
average and low and high emotionally intelligent prospective teachers are statistically
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significant at .05 or .01 level of significance. While the CR value for average and high
emotionally intelligent prospective teachers are insignificant at.05 level of significance. It
shows that the groups low and average and low and high emotionally intelligent
prospective teachers differ significantly on their teaching competency. The prospective
teachers who are high in their emotional intelligence are found high in their teaching
competency.
Table 1: Mean, S D and CR value of teaching competency of high, average and low
emotionally intelligent prospective teachers
Groups
Low Emotional Intelligence
Average Emotional Intelligence
Low Emotional Intelligence
High Emotional Intelligence
Average Emotional Intelligence
High Emotional Intelligence

N
62
392
62
46
392
46

M
99.11
106.48
99.11
107.65
106.48
107.65

SD
20.39
15.95
20.39
13.28
15.95
13.28

CR

df

3.24

452

< 0.01

2.48

106

0.48

436

< 0.05
> 0.05

Thus, the null hypothesis that there exists no significant difference in Teaching
Competency of high, average and low emotionally intelligent prospective teachers is
rejected. Therefore it can be inferred that high emotionally intelligent prospective
teachers are more effective in teaching competence. The obtained results are in
confirmation to the findings of Sharma (2007) and Shakya (2008). The relationship
between the teaching competency and emotional intelligence of prospective teachers was
further studied by computing the coefficient of correlation. The results are presented in
table 2.
Table 2: Correlation between teaching competency and emotional intelligence scores of
the prospective teachers (area-wise and as a whole)
Teaching Competency
Planning
Presentation
Closing
Evaluation
Managerial
Total Scores

Emotional Inteligence
Emotional Intelligence
Emotional Intelligence
Emotional Intelligence
Emotional Intelligence
Emotional Intelligence
Emotional Intelligence

Cofficient of Correlation
0.12*
0.23*
0.21*
0.18*
0.17*
0.22*
* Significant at 0.01 level

It is evident from Table 2 that the computed value of coefficient of correlation is differing
for various aspects of teaching competency as well as for total scores and emotional
intelligence scores are varies in magnitude. All aspects of teaching competency i.e.
planning, presentation, closing, evaluation and managerial as well as total scores are
positively correlated to the emotional intelligence of the prospective teachers. All
computed values of coefficient of correlations are found significant at .01 level of
confidence. Hence, the hypothesis that "there is no significant correlation between
teaching competency and emotional intelligence" is rejected.
Thus it can be inferred that emotional intelligence contribute towards significantly in
teaching competency as well the total teaching competency. It means emotional
intelligence has positive affect on teaching competency. Further, the emotionally
intelligent teachers have good skills of planning, presentation, closing, evaluation and
management of the class. The emotional intelligence determines the teaching competency

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4.84%. This value indicates that emotional intelligence has considerlily high role in
determining the teaching competency than the academic intelligence or general
intelligence.
The present finding has consonance with the finding of Sharma (2007) and Shakya
(2008) that the emotional intelligence has positive and significant relationship with
teaching effectiveness.
EDUCATIONAL IMPLICATIONS
Results show that the development of Emotional Intelligence in the teachers seems to be
important from the point of view of qualitative improvement of teaching. Teachers
Emotional Intelligence may also be a factor contributing to their teaching effectiveness.
Hence, by implications, it seems that for qualitative improvement of teaching efforts have
to be made in both the directions, increasing the Teaching Competency of teachers and
development of Emotional Intelligence.
To make teachers high emotionally intelligent, better institution environment should be
provided as well all are familiar with the fact that environment plays a pivoting role in
development of Emotional Intelligence. Only a emotionally intelligent person can handle
his emotions competently. To achieve high Emotional Intelligence, teachers must learn to
get a perspective on situation which otherwise would lead to Emotional reactions. They
can do this best by discussing their problems with others. They must also learn to use
Emotional catharsis to clear their systems of pert up Emotional energy. A teacher, who has
high Emotional Intelligence, can teach effectively and live in society with better
understanding. Emotional Intelligence is remarkable construct and all aspirants for
success in the social life and profession chosen depends upon Emotional Intelligence.
The findings of this study may also be helpful to the authorities of educational
institutions. The present investigation suggests that educational authorities should
concentrate their attention not only on academic qualifications, but also on the Emotional
Intelligence of teachers at the time of requirements. This study can provide new ways of
thinking for better planning and effective execution of educational programmes.
The findings of this study may also be helpful to the principals of schools. Principal may
encourage more of mutual understanding, cooperativeness, esprit de corps and cause less
of psychophysical hindrances, threat, alienation and control. They should provide
opportunities to teachers to participate in decision-making process, teamwork and
expression of ideas for improvement. If such atmosphere is created, teachers are sure to
drive higher teaching effectiveness, which in turn, is likely to lead to their greater
identification with their institution and its various activities.
On the basis of the results it may be said that some precautionary measures should be
taken before admitting the students in the professional course like teaching. The variable
like Emotional Intelligence of the students may have some bearing impact upon the
performance of prospective teachers specially on the Teaching Competency. Therefore,
Emotional Intelligence should be tested while selecting the teachers for the teaching
profession or students who are seeking admission in courses like BTC, JBT, B.Ed. LT, etc.
because these prospective teachers would be the backbone of teaching profession.
Thus, the findings of the present investigation have implications for the students,
teachers, teacher-educators, principals, policy planners, parents and well wishers of the
society.
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