International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL.

IV * ISSUE-39

Research Paper -Education

A study on Emotional Intelligence of studentteachers of Colleges of Education, Bangalore

* Dr. Kotreshwaraswamy Surapuramath
* K.L.E.Society's College of Education, Bangalore A B S T R A C T
A Study on Emotional Intelligence of student- teachers of Colleges of Education, Bangalore has been dealt with in this paper. The sample includes 150 student-teachers respondent by using random sampling technique. The tool used for collecting data was the Emotional Intelligence Scale developed by Anukool Hude and Sanjyot Pethe. 't-test' technique was adopted for data analysis. There is no significant difference between types of college's student-teacher EI, the boys are have more EI than girls and the science student- teachers are have more EI than arts student-teachers.

April , 2012

Introduction In an era of shifting paradigms, one should be able to develop its human resources as a source of competitive advantage. In order to develop and enhance workforce capabilities and to successfully compete in the 21st Century, organizations have to embark on future oriented human resources strategies. It could be argued that the individual competencies of workforce in any organization would determine its overall success. This success among other things may be attributed to the socio -behavior characteristics and adjustments these individuals have to make in their job- role and position-power to gain common ground in any organizational setting. Over the last decade Emotional Intelligence has drawn significant interest from academics and HR practitioners throughout the world. The development of emotional intelligence skills is important because it is an area that is generally overlooked when skills development programs are designed. And yet research shows that emotions, properly managed, can drive trust, loyalty, and commitment. Emotional intelligence is defined as the ability to recognize to recognize and manage your emotions and emotions of others. As a result, individuals, groups and organizations high in EI are presumed to be more capable of utilizing emotion to adapt and capitalize on environmental demands. Review of Related Literature Gyanani (2001) studied on emotional intelligence and its development and found that studies have shown that IQ is inherent but emotional intelligence can be developed and nurtured even in adulthood and prove beneficial to one's health, relationships and performance. De Souza, Russell (2004) conducted a study on " EQ smart teachers" explained that the traditional intelligence is no more a matter of concern in contemporary times and researches indicate that besides IQ, Emotional Intelligence is very essen-

tial in the life of person. In the field of education as we deal with humans it becomes essential that teachers possess a high degree of emotional intelligence to that they are able to become getter educators. Objectives 1. To study the Emotional Intelligence of Aided and Unaided student- teachers of colleges of education, Bangalore. 2. To study the Emotional Intelligence of Boys and girls student- teachers of colleges of education, Bangalore. 3. To study the Emotional Intelligence of Science and Arts student- teachers of colleges of education, Bangalore. Hypotheses In pursuance of the objectives 1-3 following Null Hypotheses were set up. 1.There is no significant difference between Emotional Intelligence of Aided and Unaided student- teachers of colleges of education, Bangalore. 2.There is no significant difference between Emotional Intelligence of Boys and girls student- teachers of colleges of education, Bangalore. 3.There is no significant difference between Emotional Intelligence of Science and Arts student- teachers of colleges of education, Bangalore. Methodology Sample Selection The study was conducted on a total sample of Studentteachers studying in different colleges of education, 150 student-teachers were selected from different colleges of education in Bangalore. . For selecting the students-teacher the random sampling method was used. Tools The following tool was used for the collection of required data. Emotional Intelligence Scale developed by Anukool Hude and Sanjyot Pethe (2001) Statistical Technique

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International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39

Table -01 The difference in the scores of Emotional Intelligence of student-teachers with reference to types of college, Gender and teaching methods Variable Mean SD t-value p-value Sign Types of colleges Aided 131.5385 24.7240 0.6810 >0.05 NS Private 130.7231 25.9862 Gender Boys 148.9487 21.5418 5.6855 <0.05 S Girls 125.2883 22.6308 Teaching methods Science 89.1203 09.2560 4.2647 <0.05 S Arts 81.5124 8.5647 t- Test was used to find the significant difference in the telligence than girls. The above table revels that the Emotional Intelligence scores of student-teachers with obtained t-value in the Emotional Intelligence of teachreference to types of college, Gender and teaching ing method scores level are more than the table values (1.96) at 0.05 levels of significance. Therefore the null methods as shown in table -01 hypothesis in this regard is rejected. It means that the Major findings The above table revels that the obtained t- obtained t-values are found to be significant. Therevalue in the Emotional Intelligence of types of college fore it is concluded that the science student- teachers scores level are less than the table values (1.96) at 0.05 are have more Emotional Intelligence than arts studentlevels of significance. Therefore the null hypothesis in teachers. this regard is accepted. The above table revels that the Conclusion Emotion in the organism is a dynamic internal obtained t-value in the Emotional Intelligence of gender scores level are more than the table values (1.96) at adjustment that operates for the satisfaction and wel0.05 levels of significance. Therefore the null hypoth- fare of the individual. He is expected of perform various esis in this regard is rejected. It means that the obtained roles and duties guided by his parents, teachers and t-values are found to be significant. Therefore it is the members of his group. In academic, also he is exconcluded that the boys are have more Emotional In- pected to come out with desirable level of performance.

R E F E R E N C E
1. Ashkanasy, N.M (2002) "studies of cognition and Emotion in organization; Emotional intelligence and perception of emotion". Australian Journal of Management pp.11-20 2. Cooper,R. (1973) "Applying emotional intelligence in the workplace", Training and development, vol.51No.12,pp31-33 3. Cherniss, and Adler,M.(2000) "promoting emotional intelligence in organizations". Alexandria-Virginia. 4. Goleman,D(1998) "working with Emotional Intelligence". New York: Bantam-Books. 5. Gyanani,T.C (2001) "Emotional Intelligence and its Development". Journal of Indian Education, pp.66-74

SHODH, SAMIKSHA

AUR

MULYANKAN

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