Abstract:
Emotional intelligence is an important psychological construct whose thorough
understanding is very necessary to enhance teachers’ effectiveness. This important aspect
failed to get attention of researchers in Pakistan. Present teacher preparation and
recruitment policy primarily focused on content expertise. There is no formal mechanism
of assessing and considering development of emotional intelligence during teacher
education or at the time of recruitment. Affective or emotional face of teaching is still
being overlooked. This study was conducted to explore the teachers’ emotional
intelligence level. Since EI is affected by some other personal variables, the study also
identified the differences in teachers’ EI scores with regard to some categorical/
background variables. The ultimate goal was to investigate the relationship between
university teachers’ emotional intelligence and their teaching effectiveness in the Punjab.
Selection of the sample of study took place in two stages. At first stage, 879
teachers were conveniently selected as sample from seven public and six private
universities. On the basis of their raw mean EI score, 170 teachers were selected at
second stage. Students of these 170 teachers (n= 3551) provided data related to their
teachers’ teaching effectiveness.
The instruments used for data collection were Bar-On EQ-i: Short and teaching
effectiveness scale. Bar-On (2002) EQ-i: short was used to measure the university
teachers’ emotional intelligence level at first stage of the study. It is a standardized
measure of EI. It is a 51 items self report measure. Its’ reliability on present sample was
ensured for different age and gender groups. It comprises five sub scales i.e. (a)
intrapersonal, (b) interpersonal, (c) stress management, (d) adaptability and (e) general
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mood. Teaching effectiveness scale (TES) was used to evaluate teachers’ teaching
effectiveness. It was developed by researcher herself. Its content validity was ensured
through expert judgment. Its construct validity was ensured through confirmatory factor
analysis (CFA) using LISREL 8.8. The reliability coefficient of the final test was 0.87.
Final version of TES consisted of four sub factors i.e. (a) student teacher relationship
(STR), (b) facilitative classroom environment (FCE), (c) content and pedagogical skills,
and (d) classroom management (CM). It was administered on students of 170 teachers on
second stage.
Data were analyzed with the help of SPSS-15 software package. Mean score of
respondents on BarOn EQ-i: Short and TES was calculated. Data were analyzed through
application of independent sample t test, ANOVA and Pearson correlation according to
the research questions.
Results of the study revealed that the university teachers in the Punjab have got a
low and underdeveloped emotional and social capacity, with room for improvement.
Female teachers scored significantly higher than male teachers only on interpersonal
skills. The teachers from private sector universities scored significantly higher than the
teachers from public sector universities on two of the five sub scales i.e. (a) interpersonal
skills and (b) adaptability skills in addition to overall EI. The married teachers scored
significantly higher than the single teachers on two of the five scales i.e. (a) adaptability
skills and (b) general mood in addition to overall EI. All four age groups were neither
significantly different from one another on any of the sub scales nor on overall EI.
Qualification did not affect teachers’ EI score. The teaching experience originates a
difference in teachers’ stress management skills and their overall EI. The teachers’ rank
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causes difference in teachers’ interpersonal skills. The teaching discipline is a main
source of variability in teachers’ intrapersonal, interpersonal and adaptability skills, their
general mood and their overall EI. Finally, with regard to major objective, teachers’
emotional intelligence is moderately positively correlated with their teaching
effectiveness. All the aspects of teachers’ emotional intelligence such as intrapersonal,
interpersonal, stress management, adaptability, general mood and overall EI are
positively correlated with all the sub factors of their teaching effectiveness such as
student teachers relationship, classroom management, classroom environment, content
and pedagogical skill and overall teaching effectiveness.
This study has provided an empirical evidence for contribution of EI skills in
teaching effectiveness. Still, it is only IQ which is considered important in prospective
teachers’ admission policy and teachers’ hiring, firing and training mechanism. The
findings of this study may attract the attention of concerned authorities towards emotional
intelligence as a prerequisite of effective teaching. It will help shift their overemphasis on
IQ to EQ. The study has provided an evidence for incorporation of EI skills in pre-service
and in-service teacher training programs. It may also support the notion of
acknowledging teachers’ EI skills in prospective teachers’ admission and universities
HRM policies. This study may also affect teacher evaluation system which assesses only
content related issues and entirely ignores the emotional component of teaching. It may
also bring an impetus for future experimental studies regarding the effects of EI
intervention on teaching effectiveness.