Post on 09-Apr-2023
CHAPTER-I
INTRODUCTION
“To Punish A Guilty Child Is Bad. To Forgive a Guilty Child Is Good, To Love A
Guilty child Is The Best.”
Emotional Intelligence (EI), often measured as an Emotional
Intelligence Quotient (EQ), describes an ability, capacity,
skill or (in the case of the trait EI model) a self-
perceived ability, to identify, assess, and manage the
emotions of one's self, of others, and of groups. It is a
relatively new area of psychological research. The
definition of EI is constantly changing.1
Emotional intelligence (EI) is the ability to recognize our
own and others’ feelings, this gradually gaining attention
in the workforce, in education, and in leadership
development. Further, a growing number of experts are
concluding that emotional intelligence is a more effective
predictor of success in the workplace than IQ 14. During the
1
past two decades, no psychological concept has had a greater
influence on leadership development than emotional
intelligence 2.
Emotional intelligence is not a new concept but is actually
tied to ancient wisdom. Two thousand years ago, Socrates
declared that the attainment of self-knowledge is humanity’s
greatest challenge. Aristotle added that this challenge was
about managing our emotional life with intelligence.
Business Journal with an entire issue devoted to the virtues
of emotional intelligence. Further, leadership gurus like
John Maxwell are advocating more than ever that
understanding and managing of one’s emotional life serves at
the heart of leadership and human systems development 2.
Twentieth-century research in emotional intelligence began,
in 1920’s when Edward Thorndike identified his concept of
social intelligence. This concept of social intelligence is
one of three groups of intelligences (abstract, concrete,
and social) identified by psychologists of that time.
2
Thorndike defined social intelligence as “the ability to
understand and manage men and women, boys and girls—to act
wisely in human relations”. Thorndike’s definition included
interpersonal and intrapersonal intelligences in the
definition of social intelligence. 3
In the past 20 years, the field of psychology broadened the
“non-intellective” paradigm of these early psychologists.
Howard Gardner introduced the idea of multiple intelligences
including “personal intelligences” which encompasses
intrapersonal intelligence (knowing yourself) and
interpersonal intelligence (knowing how to get along with
others).4
In the past five years, emotional intelligence has received
much attention as an aspect that is potentially useful in
understanding and predicting individual performance and
success in the workplace. Miller stated that emotional
intelligence is the complex and multifaceted ability to be
effective in all the critical domains of life, including job
3
success.19 Daniel Goleman has been one of the leaders in
defining the competencies related to emotional intelligence.
Goleman described emotional competence as “a learned
capability based on emotional intelligence that results in
outstanding performance at work” 15. Further, emotional
competencies are job skills that can be learned, and thus
people have the potential to become skilled at these
competencies .5
There is no arguing that classical IQ, as measured by most
intelligence tests, is important in our personal, academic,
and professional success. However, emotional intelligence
matters as much as the classical IQ. One could almost say
that emotional intelligence is a prerequisite for the proper
development and actualization of our other intellectual
abilities.6
We need to learn to recognize and label our feelings and
needs, reconcile them with our long-term goals and with the
needs and feelings of other people involved. And we need to
4
cultivate the ability to identify ways of meeting our goals
and needs and to soothe our own feelings. Then, we need to
motivate ourselves and mobilize all our internal (energy,
effort, discipline, perseverance, resilience) as well as
external resources (building social networks through
effective communication, social insight, empathy, reading
other's emotions, and setting boundaries).6
The concept of emotional intelligence means you have a self-
awareness that enables you to recognize feelings and helps
you manage your emotions. On a personal level, it involves
motivation and being able to focus on a goal rather than
demanding instant gratification. A person with a high
emotional intelligence is also capable of understanding the
feelings of others. Culturally, they are better at handling
relationships of every kind.7
Just because someone is deemed 'intellectually' intelligent,
it does not necessarily follow they are emotionally
intelligent. Having a good memory, or good problem-solving
5
abilities, does not mean you are capable of dealing with
emotions or of motivating yourself. Highly intelligent
people may lack the social skills that are associated with
high emotional intelligence. However, high intellectual
intelligence, combined with low emotional intelligence, is
relatively rare and a person can be both intellectually and
emotionally intelligent.8
Emotional Intelligence is about having empathy for others.
It is about standing up for what you believe in a tactful
and respectful way. It is about not jumping to conclusions,
but getting the whole picture before you react. The key to
emotional intelligence is an understanding of your emotions
and the emotions of others and acting in the most
appropriate way based on that understanding.9
Having a healthy emotional intelligence is very important in
order for human beings to live happy and successful lives.
Healthy emotional intelligence helps us set personal
boundaries, make decisions about lives, and communicate with
6
the people. Emotional intelligence can change. Emotional
quotient can increase or decrease at any point in life by
learning to identify your emotions and taking responsibility
for those emotions. 10
1.1 NEED FOR THE STUDY:
Emotions are critically important to our success and to our
very survival. There are many reasons for this. First,
emotions contain data and information about us, other
people, and the world around us. Second, emotions assist us
in thinking and decision making. Third, emotions are not
chaotic, they can be understood and predicted and often
follow certain rules or patterns. And fourth, because
emotions contain data, we must remain open to our emotions,
no matter how uncomfortable it may feel.8
7
Trying to read people is not easy. Predicting how emotions
change over time can be extremely difficult. There is a
great deal of skill involved in managing emotion, and people
differ in these abilities. Some people are superb at
differentiating between the forced smiles of a person in
distress from the genuine smile of a happy individual.
Others view the forced smile and conclude that the person is
feeling happy. We all know that skills vary from person to
person, and emotional skills are no exception.11
Utilize these emotional data points in our thinking,
decisions, and our actions. The foundations for emotional
intelligence, self-esteem, happiness and success in life are
laid in childhood and adolescence. Schools and teachers can
play a significant part in helping young people to establish
these foundations for themselves. 6
Many proponents of emotional literacy believe that schools
must set time aside specifically to teach young people
strategies for managing their emotional states and
8
developing empathy with others. Others argue, however, that
this should not be treated as a separate area of the
curriculum, rather developing emotional literacy ought to be
a core part of every teacher’s work with young people. 7
It is clear from recent research that teachers have great
potential to affect students' educational outcomes. There is
substantial evidence indicating that schools make a
difference in terms of student achievement, and the
significant factor in that difference is attributable to
teachers. Specifically, differential teacher effectiveness
is a strong determinant of differences in student learning.
Studies of teacher-effectiveness indicate that student
engagement in learning is to be valued above curriculum
plans and materials. Research on teacher effectiveness has
yielded a wealth of understanding about effective teacher
characteristics and the effects these characteristics have
on student learning. Effective teachers believe that they
can make a difference in student learning outcomes and they
teach in a way that demonstrates that belief. Teacher
9
effectiveness is governed by levels of self efficacy, that
is, the belief teachers have about their teaching
capabilities8.
Salma Prabhu, Director, Academy Of Counseling, conducted a
four-phase survey in some city schools and detected how the
emotional quotient (EQ) affects the intelligence quotient
(IQ) of students. One thousand std. X students and their
parents, from the upper middle-class, were surveyed. “Most
students suffer from a low EQ of 80 to 90 per cent. This
leads to communication problems with authority figures.
Phase I targeted students from std. V std. VIII. This is a
highly critical phase as the child moves from primary to
secondary school. Almost 80 per cent of parents complain
that their child scored 85 to 90 per cent marks in primary,
which declined to 70 per cent by std VII, and further
deteriorated to 50 per cent by std IX. This decline in
performance is due to the weak base that students have.
There is a need to concentrate on prevention.” During a
workshop, around 20 children in the age group of 10 to 14
10
years were asked whether they loved their siblings and they
replied in the negative Phase II from std. IX to standard X
occurs during adolescence, when students undergo physical
and emotional changes. “The EQ of almost 85 per cent of
children and teenagers is not developed, thus leading to
faulty thinking and using of defense mechanisms. “Many
students have high potential. However, the IQ being affected
by EQ, they end up spending their energy in coping
mechanisms for emotional management.” 9
To become effective learners, young people need to develop a
strong sense of self-worth and confidence in their
abilities. They need to learn to take responsibility for
their own learning and performance, and demonstrate
persistence and resilience in the face of obstacles or
setbacks. They must also be able to manage their emotions
and help others to do the same. It is less to do with
controlling emotions and more to do with recognizing and
understanding the effects of these emotional states and
developing coping strategies. Young people must also come to
11
understand that negative feelings can be valuable since they
provide personal insights into thoughts, feelings and
motivation to learn. 10
Four colleagues from Belgium (Delphine Nelis, Jordi
Quoidbach, Moira Mikolajczak & Michel Hansenne) collaborated
on an interesting intervention study. They enlisted the
participation of 37 psychology students, and assigned them
randomly to one of two conditions: 1) Training group (15
men, 4 women) who received a 4-week program designed to
increase their EI (and they completed a battery of
questionnaires), and 2) Control group (15 women, 3 men) who
simply completed the questionnaires. The questionnaire
package was administered 3 times: 1) prior to the 1st
session, 2) at the end of the 4th session for the training
group, and 3) 6 months later. The questionnaires included
measures of emotion regulation, regulation of others'
emotions, emotion identification and emotional
understanding. There were no differences between groups
prior to Session 1 on any of the measures. In the authors'
12
words: "The major finding of the study is that the training
group scored significantly higher on trait emotional
intelligence after the training the training led to a
significant improvement in emotion identification and
emotion management.11
In view of the above and from the investigator’s experience
during working in a school of nursing the investigator felt
the need and importance of educating school teachers about
emotional quotient by conducting this study. Understanding
these different components will assist in helping teachers
to shape the teaching materials that they feel appropriate
for their pupils it will assist teachers to find the
students emotional set in leaving point of view and enabling
them to ‘manage’ his or her own emotions which will help in
the enhancement of emotional intelligence of the school
children.
13
CHAPTER
2. OBJECTIVES
2.1 Statement of the problem.
“A study to evaluate the effectiveness of structured
teaching programme on knowledge about emotional quotient
among primary school teachers in selected schools at
Bangalore.”
2.2 Objectives of the Study
1. To assess the pre test level of knowledge about
emotional quotient among subjects.
2. To assess the post test level of knowledge about
emotional quotient of subjects.
3. To assess the effectiveness of Structured Teaching
programme by comparing pre and post test knowledge score
of subjects.
14
4. To associate the socio-demographic variables with
post test knowledge levels of the subjects.
2.3 Hypothesis
H01: There will not be a significant difference between
pretest and post test knowledge score of subjects.
H02: There will not be a significant association of
subjects mean knowledge score with their selected
socio-demographic variables.
2.4 Assumptions
Teachers may have some idea about the emotional
quotient.
2.5 Operational Definitions :
1. Structured Teaching Programme: In the present study, the
word ‘Structured Teaching Programme’ refers to a
systematically planned instruction to impart knowledge
15
using relevant teaching method, on information regarding
emotional quotient to primary school teachers.
2. Emotional Quotient (EQ): In the present study, it refers
to an ability, capacity, skill or a self-perceived
ability, to identify, assess, and manage the emotions and
feelings of one's self, of others, and of groups.
3. Primary school teachers: In the present study, it refers
teachers those who have completed minimum T.T.C. to
maximum B.Ed. and teaching to students of 1st to 7th
standard.
4. Effectiveness: In the present study, it refers to
significant gain in knowledge about emotional quotient
among school teachers as determined by significant
changes in pre and post test scores.
16
5. Knowledge: In the present study, it refers as
understanding of teachers regarding the general
information about emotional quotient and its importance,
emotional development, emotional problem and ways of
developing emotional intelligence.
2.7 Conceptual Framework:
The conceptual framework adopted for the present study
is based on “Imogene King’s Goal Attainment model” (1989).
According to Imogene king, nursing is defined as a process
of action, reaction and interaction whereby nurse and client
share information about their perceptions in the nursing
situation and as a process of human interactions between
nurse and client whereby each perceive the other and the
situation and through communication, they set goals, explore
means and agree on means to achieve goals. King identifies
the conceptual framework as an open systems framework and
the theory as one of goal attainment. King’s goal attainment
is based on the concepts of personal, interpersonal and
17
19
Nurse
Perception: Primary school teachers must haveadequate knowledge about Judgment: A Structured Teaching Programme can help in enhancing knowledge about E.Q.
Action: Implements Structure Teaching
Action: The clients are motivated to gain knowledge
Judgment: Attending Structure Teaching Programme will increase
Settingthe goals
Preassessment of subjects
Subjects accepting to attend plannedinformation programme on E.Q. by
Evaluating subjects
Teaching learning on
Positiveoutcome
Increased knowledge
skills improved
understand students
Negative outcome
Less knowledge
poor teacher student IPR
over criticism
corporal punishments
leads students to low self
Primary School
Mutual Goal
Com
mun
icat
ion
Reactions
Reinforcement
TransactionInteraction
Clar
ifica
tion
20
Perception: it is not much important but it is needed
Fig. 1: Schematic representation of conceptual framework based on Imogene King’s Goal Attainment Model(1889)
Reassessment
APPLICATION OF THE KING’S THEORY IN THE PRESENT STUDY
1. Perception: “Each person’s representation of reality”
includes the import and transformation of energy and
processing, storing and exporting information. In this
study, the investigator perceives the learning needs of
Primary school teachers regarding Emotional Quotient.
2. Judgment:
Analyze the area of action to be carried out. In this study
the nurse investigator judges that structure teaching
programme can enhance the knowledge on primary school
teachers. On the other hand, the students will utilize the
intervention programmed of scheduled exercise to reduce the
level of obesity and make them healthy and also judge their
shortcomings in performing exercises.
3. Communication: “A process whereby information is given from
one person to another either directly or indirectly
communication is the information component of the
interactions”. Here, the investigator communicates
information about Emotional Quotient through structured
teaching programme.
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4. Action: Refers to activity to achieve the goal what the
individual perceives. In this study the investigator
prepares knowledge questionnaire to assess knowledge and
prepares structured teaching programme to motivate Primary
school teacher in gaining knowledge about Emotional
Quotient.
5. Reaction:
Reaction refers to the development of action and acting on
perceived choices for goal attainment. The action of both
the nurse investigator and the primary school teachers will
lead to reaction. It is the pre test where the nurse
investigator assesses the pre interventional level of
knowledge by using structure knowledge questionnaire.
6. Interaction: Refers to the perception and communication
between a person and the environment or between two or more
persons. In this study, the investigator administers the
structural knowledge questionnaire to assess the knowledge
and administering STP on knowledge of Emotional Quotient.
Primary school teacher respond to structured knowledge
questionnaire and participates in knowledge gaining process.
22
7. Transaction: It is the process of “Purposeful interactions
that lead to goal attainment”. In this study, there is gain
in knowledge regarding Emotional Quotient.
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CHAPTER-III
REVIEW OF LITERATURE
In this present study to have in-depth information in the
selected problem the researcher has reviewed 30 literatures
ranging from 2000 to 2009 studies and articles which are
chosen from books, journal article and internet publication.
In this study, the review of literature is presented under
the following headings:
Section –A: Studies related to general concept and
importance of emotional intelligence.
Section –B: Studies related to measurement of
emotional quotient.
Section–C: Studies related to development of
emotional quotient.
Section I: Reviews related to general concept and importance
of emotional intelligence.
24
A study was conducted in January 2008 on “Emotional
intelligence and adaptive success of nurses caring for
people with mental retardation and severe behavior
problems”. The emotional intelligence profiles, gender
differences, and adaptive success of 380 Dutch nurses caring
for people with mental retardation and accompanying severe
behavior problems are reported. Data were collected with the
Bar-On Emotional Quotient Inventory, Utrecht-Coping List,
Utrecht-Burnout Scale, MMPI-2, and GAMA. Absence due to
illness and job change were measured across a 2-year period.
Result shows a clear relation between emotional intelligence
and adaptive success was detected at an.01 level of
significance. A negative correlation was found between
emotional intelligence and both burnout and psychopathology.
Emotional intelligence did not appear to be related to
absence or job change. Based on these findings, training
programs for nurses can possibly help to avoid employee
burnout.12
25
A study was conducted in 2004 on “how emotions advance life
goals”. While different theories of EI have been proposed
there is still controversy about how EI should be
conceptualized and measured. It is agreed, however, that
EI’s relevance depends on it being able to predict
significant life outcomes. A study of 246 predominantly
first-year tertiary students investigated relationships
between EI and a number of ‘life skills’. Correlations
between EI and academic achievement were small and not
statistically significant, although higher EI was correlated
with higher life satisfaction, better perceived problem-
solving and coping ability and lower anxiety. However, after
controlling for the influence of personality and cognitive
abilities, shared variance between EI and life skills was 6%
or less. 14
A study was conducted in March 2003 “to find out “the
relationship between EQ and children’s acquisition of basic
skills”. A total of 344 primary school children from Kuala
Terengganu made up the respondents. They are from the
26
academically weak classes. The study utilized the
descriptive correlational method. Data were collected using
the EQ questionnaire, a modified version of Goleman EQ
questionnaire and the reliability using the Cronbach Alpha
is .81. Out of this sample 3.8 % are those who could not
read, write or do Arithmetic. Among these students, 3.2% had
problems in Bahasa Melayu and 3.8% had problems in
Arithmetic The preliminary findings indicated that there is
a positive correlation between EQ and basic skills
acquisition (r =.47) 16
A study was conducted in October 2002 “to examine, through a
review of existing agricultural education and business
literature, the need for the inclusion of emotional
intelligence competencies into the local agricultural
education curricula”. The researchers found evidence that
emotional intelligence is vital for entry and success in
today’s workplace and that previous agricultural education
research indicates that the inclusion of emotional
intelligence competencies is important. The researchers
27
recommend further research on incorporating emotional
intelligence development in the various agricultural
education instructional efforts. Research should also be
conducted on leadership and emotional intelligence and how
these results can be used to improve leadership development
efforts. Teacher in-service workshops should also be held
to inform agricultural education teachers about the
importance of emotional intelligence and to help them
include emotional intelligence in their curricula.18
A study was conducted on “Emotional intelligence: the most
potent factor in the success equation” Star performers can
be differentiated from average ones by emotional
intelligence. For jobs of all kinds, emotional intelligence
is twice as important as a person's intelligence quotient
and technical skills combined. Excellent performance by top-
level managers adds directly to a company's "hard" results,
such as increased profitability, lower costs, and improved
customer retention. Those with high emotional intelligence
enhance "softer" results by contributing to increased morale
28
and motivation, greater cooperation, and lower turnover. The
author discusses the five components of emotional
intelligence, its role in facilitating organizational
change, and ways to increase an organization's emotional
intelligence.20
A study was conducted on “A comparison of emotional and
cognitive intelligence in people with and without temporal
lobe epilepsy” Medial temporal lobe structures have been
hypothesized to be important in emotional intelligence and
social cognition. This study aimed to establish whether TLE
is also associated with deficits in EI. Sixteen patients
with TLE and 14 controls without epilepsy matched for age
and current intelligence quotient were compared on measures
of EI, recognition of facial expressions of emotion, and
distress. Results indicated that patients with TLE showed
both impaired EI and impaired recognition of facial
expressions. They also reported greater psychological
distress, which correlated negatively with EI. It is
suggested that some of the psychosocial problems experienced
29
by patients with TLE can be conceptualized as the
consequences of deficits in EI, possibly resulting from
epilepsy-related disruption to medial temporal lobe
functioning.22
A study was conducted on “The relation of LD and gender with
emotional intelligence in college students” This study
examined the relation of learning disabilities (LD) and
gender with emotional intelligence in 128 college students.
Fifty-four students with LD (32 men and 22 women) and 74
without LD (34 men and 40 women) attending two colleges and
one university participated in the study. Emotional
intelligence was assessed using the Emotional Quotient
Inventory (EQ-i; BarOn,1997), a self-report instrument
designed to measure interpersonal and intrapersonal skills,
stress management, adaptability, and general mood. Post hoc
univariate analyses of the five composites revealed
significant differences between students with LD and
students without LD on stress management and adaptability,
significant differences between men and women students on
30
interpersonal skills, and significant differences of the
interaction of LD and gender on interpersonal skills.24
A study was conducted on “Physicians' emotional intelligence
and patient satisfaction” This study investigated the
relationship between patient satisfaction and physicians'
scores on a test of emotional intelligence. Faculty and
resident physicians at a southern medical school completed
the Bar-On Emotional Quotient Inventory (EQi). Spearman rank
order correlations and t tests were used to examine the
relationship between global, composite, and subscale scores
on the E.Qi. and patient satisfaction. Race, gender, and
resident/faculty status were compared via t tests. Findings
suggest a limited relationship between physicians’ scores on
a test of emotional intelligence and patient satisfaction.
Implications for physician training programs are offered in
light of recent focus on physician-patient communication in
medical education. Application of emotional intelligence
concepts to physician skills and patient attitudes needs
31
further research that may lead to further educational
opportunities.25
A study was conducted on “Emotional intelligence and its
correlation to performance as a resident” To test the
hypothesis that emotional intelligence, as measured by the
Bar-On Emotional Quotient Inventory (EQ-I) 125 personal
inventory, would correlate with resident performance.
Prospective survey conducted at University-affiliated, multi
institutional anesthesiology residency program. Results of
the individual EQ-I 125 and daily evaluations by the faculty
of the residency program were compiled and analyzed. There
was no positive correlation between any facet of emotional
intelligence and resident performance. Emotional
intelligence, as measured by the Bar-On EQ-I personal
inventory, does not strongly correlate to resident
performance as defined at the University of Pittsburgh.29
A study was conducted on “The emotional intelligence of
surgical residents” researcher assessed educational needs
32
with regard to leadership, communication, and emotional
intelligence (EI) among surgical residents. General surgery
residents (n = 74) were examined using the Bar On Emotional
Quotient Inventory (EQ-i) and a 20-item survey. Residents
believed that leadership skills were important (mean 4.7, SD
.5) and that they had skills in each the five EI areas
(overall mean 4.1, SD .8). Both the overall group's EQ-i
scores (mean 106.6, SD 11.6), as well as scores on the 20
components of the EQ-i (range of means 102-110), were higher
than national norms. Individuals varied substantially on EQ-
i subscale scores. Surgical residents believed that
leadership skills are important and scored strongly on both
an EI self-assessment and the EQ-i. Specific individual
differences in subscale scores can potentially identify
areas for direct educational intervention.30
A study was conducted on “Emotional intelligence and medical
specialty choice” Despite only modest evidence linking
personality-type variables to medical specialty choice,
stereotypes involving empathy and 'emotional connectedness'
33
persist, especially between primary care providers and
surgeons or subspecialists. This paper examines emotional
intelligence (EI) and specialty choice among students at
three US medical schools. Results from three independent
studies are presented. Study 1 used the Mayer-Salovey-Caruso
Emotional Intelligence Test (MSCEIT) administered to a
single cohort of 84 Year 4 medical students. Classifications
of specialty choice included: (i) primary care versus non-
primary care and (ii) primary care, hospital-based
specialties, and technical and surgical specialties. Across
all studies - and using both classifications of specialty
choice - no significant differences in EI were found between
students entering primary care and non-primary care
specialties. 34
A study was conducted on “assessing emotional intelligence
training and communication skills with 3rd year medical
students” To investigate whether emotional intelligence (EI)
developmental training workshops can lead to increases with
the Bar-On Emotional Quotient (EQ-i) total scores. Medical
34
students based at a UK-based medical school participated in
the study, and 36 volunteer students were recruited to the
control group with 50 students randomly assigned to receive
the intervention. The intervention group had significantly
higher EQ-i change from baseline mean scores than the
control group. The intervention group mean scores had
increased across time, whilst the control group mean scores
slightly decreased. The EI developmental training workshops
had a positive effect on the medical students in the
intervention group. Further research is warranted to
determine whether EI can be a useful measure in medical
training, and the concept and measurement of EI requires
further development.3
Section II: Reviews related to measurement of emotional
quotient.
A study was conducted in 2002 on “Relation of an Ability
Measure of Emotional Intelligence to Personality”. This
study examined an ability test of emotional intelligence and
its relationship to personality test variables to determine
35
the extent to which these constructs overlap. A sample of
183 men and women took the Multifactor Emotional
Intelligence Scale (Mayer, Caruso, & Salovey, 1999), an
ability measure of emotional intelligence as well as
measures of career interests, personality, and social
behavior. Emotional intelligence was measured reliably and
was relatively independent of traditionally defined
personality traits, supporting the discriminate validity of
the emotional intelligence construct.19
A study was conducted in 2002 “to study the Intelligence
Quotient (IQ) and Emotional Quotient (EQ), as well as to
study the correlation between the Intelligence Quotient (IQ)
and Emotional Quotient (EQ) of elementary school children
with learning problems”. The research methodology was based
on the study of 156 children identified by their teachers as
having learning problems. IQ was determined by using a
measuring tool based on the Goleman framework. Window SPSS
was used to determine the validity and reliability of the
data, which was found to be 0.81 the results of the an
36
analysis of the data from sampling reveal that 49.36 percent
of the children had poor level of intelligence with an IQ
below 90. As for the research on EQ, 65.39 percent of the
children were considered fair. In further study of the
details according to category of personal competence, which
was found to be poor (u=3.83) . Additionally, in looking at
the correlation between IQ and EQ, it was found that the
correlation (P = .045) and the statistical significant.17
A study was conducted on “Emotional intelligence predicts
life skills, but not as well as personality and cognitive
abilities” Emotional Intelligence (EI) is held to explain
how emotions advance life goals. It is agreed, however, that
EI’s relevance depends on it being able to predict
significant life outcomes. A study of 246 predominantly
first-year tertiary students investigated relationships
between EI and a number of ‘life skills’ (academic
achievement, life satisfaction, anxiety, problem-solving and
coping). Correlations between EI and academic achievement
were small and not statistically significant, although
37
higher EI was correlated with higher life satisfaction,
better perceived problem-solving and coping ability and
lower anxiety. However, after controlling for the influence
of personality and cognitive abilities, shared variance
between EI and life skills was 6% or less.42
A study was conducted on “Examining the factor structure of
the Bar-On Emotional Quotient Inventory” It has been claimed
that the dimensional structure of the Bar-On Emotional
Quotient Inventory (EQ-i) (Bar-On,1997a) represents a
hierarchical model of emotional and social intelligence
describing a general factor, five-second order factors and
15 primary factors. However, there are several anomalies in
the factor analytic methodology employed by Bar-On
(1997a),and his interpretation of the results that render
the dimensional structure of the EQ-i unclear. In contrast
to claims by Bar-On, in the present study a series of
exploratory and confirmatory factor analyses found evidence
for a general factor of emotional intelligence and six
primary factors. Differences between the results reported by
38
Bar-On (1997a) and those of the current study are attributed
largely to the more appropriate factor analytic methodology
employed. Implications and directions for future research
are discussed. 43
A study was conducted on “Emotional identification and
management disorders among benzodiazepine dependent patients
as a factor leading towards interpersonal relations
problems” The aim was to examine an ability to identify and
manage the emotions defined as Emotional Intelligence
Quotient (EQ) among benzodiazepine-dependent patients. 32
benzodiazepine-dependent patients had been chosen to
participate in the study. They were examined by the
following EQ measurement surveys Research points toward EQ
decrease among benzodiazepine dependent patients,
particularly in face expression recognition ability.
Improving abilities enabling proper use of emotional
intelligence in problem-solving and effective social
functioning is apparently an important component of
39
therapeutic programmes for benzodiazepine dependent
patients.27
A study was conducted on “Measuring emotional intelligence
in English and in the native language of students in South
Africa” 800 students in Grades 9 and 11 from schools in the
Sekhukhuneland, Nebo, and Apel regions of the Limpopo
Province of South Africa completed the English and the Pedi
version of the Bar-On Emotional Quotient Inventory in 2004
after the test was translated into Pedi language. Although
there was some consistency between the answers to the same
item in the two languages, it was low in general. Nuance
differences in meaning probably contributed to the low
consistency.35
A study was conducted on “A cross-sectional study of
emotional intelligence in baccalaureate nursing students”
The purpose of this study was to describe the EI scores of
baccalaureate nursing students and to determine if there was
a difference among the students across the four years of the
40
program. A cross-sectional design was used to examine the EI
scores of 100 female nursing students (25 in each of the
four years). Students completed the BarOn Emotional Quotient
Inventory Short (EQ-i:S), a 51-item self-report
questionnaire that includes scores for a total EQ and 5
subscales. The difference in total EQ scores between
students in Year 1 and Year 4 was statistically significant
(p=<.05) as were the scores in the interpersonal and the
stress management subscales (p=<.05) with students in Year 4
scoring higher than those in Year 1. Implications for
nursing education are discussed. 38
A study was conducted on “Relation of an Ability Measure of
Emotional Intelligence to Personality” Is emotional
intelligence simply a naive theory of personality, or is it
a form of intelligence? A sample of 183 men and women took
the Multifactor Emotional Intelligence Scale (Mayer, Caruso,
& Salovey, 1999), an ability measure of emotional
intelligence as well as measures of career interests,
personality, and social behavior. Emotional intelligence was
41
measured reliably and was relatively independent of
traditionally defined personality traits, supporting the
discriminant validity of the emotional intelligence
construct. 41
Section: III reviews related to development of emotional
quotient.
A study was conducted in March 2005 “to investigate the
correlation between parents’ child – rearing practice and
the emotional intelligence level of students”. The sample of
this study was composed of 71 students at Ratjabhat
Institute Chiang Mai Demonstration school Emotional
intelligence test and parents’ child – rearing practice
questionnaire constructed by the researcher were employed,
whose reliability basing on Cronbach’s Alpha Coefficient was
80 . The results revealed that the students had moderate
level of the emotional intelligence and were brought up
democratic. The correlation between bringing up democratic
and emotional intelligence was 0.261 at a 0.05 level of
42
significance; bringing up independent and emotional
intelligence was -0.259 at a 0.05 level of significance; and
bringing up autocratic and emotional intelligence was -0.218
with no statistical of significance. Bringing up democratic,
bringing up independent and bringing up autocratic were
related but bringing up independently and bringing up
autocratic were not related.13
A study was conducted on “Trajectories of adolescent
emotional and cognitive development: effects of sex and risk
for drug use” The objective of this longitudinal study was
to compare trajectories of emotional and cognitive
development in adolescent girls and boys with low- versus
high-risk for future drug use. Nineteen healthy adolescents
(aged 13.9 +/- 2.0 years; 10 girls), stratified into low-
and high-risk groups based on family history of drug abuse
Emotional intelligence was assessed using the Bar-On
Emotional Quotient Inventory. Notable sex differences also
were evident in emotional intelligence, improvement in
cognitive performance in boys and low-risk girls was
43
generally superior to high-risk girls, who tended to show
modest, if any, improvement at the one-year follow-up. These
preliminary findings provide evidence of sex differences in
emotion intelligence and cognitive function. Furthermore,
these data also suggest that history of familial drug abuse
may have a more pronounced impact on emotional and cognitive
development in adolescent girls than boys.33
A study was conducted on “examines the often overlooked
issue of EI and EQ in group situations” There is no "I" in
team, but there is one in meeting. Increasingly, emotional
intelligence (EI) and one's emotional quotient, or EQ, have
become critical workforce success factors. This article
examines the often overlooked issue of EI and EQ in group
situations. It will delineate the three types of groups that
show the most variance in emotional dynamics, and explore
the application of EI and EQ to these group settings.6
A study was conducted on “Sleep deprivation reduces
perceived emotional intelligence and constructive thinking
44
skills” Insufficient sleep can adversely affect a variety of
cognitive abilities, ranging from simple alertness to
higher-order executive functions. Twenty-six healthy
volunteers completed the Bar-On Emotional Quotient Inventory
(EQi). Sleep deprivation was associated with lower scores on
Total EQ , Intrapersonal functioning, Interpersonal
functioning, Stress Management skills, and Behavioral
Coping. Esoteric Thinking was increased. 28
A study was conducted on “The role of emotional intelligence
and negative affect in bulimic symptomatology” The purpose
of this study was to assess the role of emotional
intelligence and other emotion regulation variables in the
relationship between negative affect and bulimic
symptomatology. One hundred fifty undergraduate females were
assessed via a packet of self-report questionnaires
emotional intelligence and bulimic symptomatology. Emotional
intelligence and other emotion regulation variables did not
moderate the relationship between negative affect and
bulimic symptomatology. However, results highlight the role
45
of emotion in disordered eating behaviors and support the
negative affect and emotion dysregulation theories of eating
disorders. 40
A study was conducted on “Increasing Emotional Intelligence”
an interesting intervention study. They enlisted the
participation of 37 psychology students, and assigned them
randomly to one of two conditions: 1) Training group (15
men, 4 women) who received a 4-week program designed to
increase their EI, and 2) Control group (15 women, 3 men)
who simply completed the questionnaires. The questionnaire
package was administered 3 times: 1) prior to the 1st
session, 2) at the end of the 4th session for the training
group, and 3) 6 months later (post-training follow-up).
There were no differences between groups prior to Session 1
on any of the measures. In the authors' words: "The major
finding of the study is that the training group (but not the
control group) scored significantly higher on trait
emotional intelligence after the training the training led
46
to a significant improvement in emotion identification and
emotion management (self and others' emotions). 39
CHAPTER-IV
METHODOLOGY
This chapter of Research methodology deals with description
of methodology and different steps, which were undertaken
for gathering and organizing data. It includes research
47
approach, research design, variables, setting of the study,
population, inclusion and exclusion criteria for selection
of the sample, sampling technique, sample size, selection
and development of tool, content validity reliability,
development and description of STP, pilot study, procedure
for data collection and plan for data analysis.
4.1 Research Approach
Quantitative approach was used in the present study.
4.2 Research Design
Quasi experimental one group pretest post test research
design was adopted.
4.3 Variables
4.3.1 Independent variable:
In present study the Independent variable is the “Structured
Teaching Programme”.
4.3.2 Dependent variable:
In the present study the dependent variable is ‘Knowledge of
the primary school teachers.
4.3.3 Attributed variables:
48
In the present study the extraneous variables are personal
Characteristics /data which includes age, gender, marital
status professional education, years of experience, areas of
experience, attended any in-service education program,
seminars, etc.,
4.4 Setting of the study
The study was conducted in East West Public school, S.V.N.
English medium school and St .Thomas English medium school
Bangalore.
4.5 Population
All primary school teachers in Bangalore.
4.6 Sample:
In the present study sample is primary school teachers
working at East West Public school, S.V.N. English medium
school and St .Thomas English medium school Bangalore. And
also who fulfils inclusive criteria.
4.7 Sample size
N=40
49
4.8 Sampling Technique:
In the present study, Simple Random Sampling Technique was
used to select the samples by using lottery method.
4.9 Criteria for selection of sample
4.9.1 Inclusion criteria: Primary school teachers who are:
Teachers of 1st To 7th standard school Children.
Teachers who understands English, Hindi or Kannada.
Teachers who are willing to participate.
4.9.2 Exclusion criteria: Primary school teachers who are
:-
Teachers who do not present at the time of data
collection and Administration of STP.
Teachers of higher secondary school.
4.10 Description of the tool:
In this study, the investigator has prepared two tools.
Tool-I Socio-demographic proforma
50
Tool-II A Structured knowledge questionnaire to assess the
knowledge of the primary school teachers regarding emotional
quotient..
The tool was constructed by the investigator based on
reviews of literature of the present study, questionnaires
derived from the previous studies and the investigator’s
personal experience. The tool has been developed considering
the reliability, feasibility and content validity. Based on
the suggestions of the experts, the tool was modified as
follows:
Tool I: Personal data consisting of 10 items which includes
age, gender, religion. Marital status, professional
education, subject dealing, years of experience in teaching,
attended any in-service education programme, seminars,
source of information etc.,
Tool II: The item included in the first draft was 30. 2
items were deleted and 2 items were modified. Finally 28
items were retained as per experts’ suggestions. The
51
structured self administered knowledge questionnaire on the
emotional quotient include 28 multiple choice questions.
Each question carries 3 options. Out of them one is the
correct answer and the other three are the distracters. The
item in the tool were organized under 4 domains such as :
- Emotional problems : 8 items (1,2,3,4,5,6,7,8)
- Emotional intelligence : 10 items
(9,10,11,12,13,14,15,16,17,18)
- Emotional intelligence quotient test (E.Q. test): 4 items
(19,20,21,22)
- Development of emotional quotient: 6 items
(23,24,25,26,27,28)
(a) Scoring Pattern:
Each correct answer scores 1(one).
Each wrong answer scores 0(zero).
Total maximum score is 28
Minimum score is 0.
(b) Inference was drawn as below:-
Adequate knowledge level – A score more than 75% (21-28)
52
Moderate knowledge level- A score between 50%-75% (14-21)
Inadequate knowledge level - A score less than 50% (0-14)
(c) Validity of the tool:
The prepared tool along with the objectives of the study ,
criterion rating scale and the blue print were submitted to
11 experts for content validity. Content validity of the
tool was established by seven experts comprising five nurse
educators from the department of Psychiatric Nursing,
Psychologist & a statistician. The experts were requested to
give their opinion and suggestions regarding the relevance
of the tool for further modification to improve the clarity
and content of the items.
(d) Reliability
The reliability of the tools was computed by using split
half technique employing Spearman Brown’s Prophecy
formula. The computed reliability coefficient of the tool
II was found to be ( r' )= 0.815 It was statistically
significant and thus the tool was reliable.
53
(e) Feasibility: it was found in pilot study that the
language of the tool was found to be clear and all the
items in the tool were clearly understood by the subjects
without ambiguity. Hence the tool was found to be
feasible and practicable for the study.
4.11. Pilot Study report.
A pilot study was conducted in the month of September 15th to
September 21st at East West Public School, Bangalore. An
administrative approval was obtained from the Principal to
conduct the study. Ten percent of the main study sample
size has been taken for pilot study. A simple random
sampling technique was used to select 4 primary school
teachers. These 4 teachers were excluded from the main
study.
The pre test was administered by using structured knowledge
questionnaire followed by Structured Teaching Programme.
After 5 days, the post test was administered using the same
structured knowledge questionnaire for evaluating the
effectiveness of structured teaching programme on emotional54
quotient. The average time needed for administering
knowledge questionnaire each subject was 30 minutes and for
giving the structured teaching programme was 45 minutes.
Each participant took around 25 minutes to complete the post
test. The tool was found to be feasible and practicable and
no modifications were made.
4.11 Procedure for data collection
A prior permission was obtained from the authorities of
school. The data collection was carried out from 28th
September to 31st October 2005. On day one the purpose of
the study was explained to the sample and an informed
consent was taken before starting the study. A pre-test was
conducted by administering a structured knowledge
questionnaire on Emotional Quotient. On the same day, the
STP was administrated using LCD projector (power point
projection). The post-test was conducted by using the same
structured knowledge questionnaire after 7th day of the
administration of STP.
55
4.12 Data analysis plan
The data obtained were analyzed in terms of objectives of
the study using descriptive and inferential statistics.
Personal data would be analyzed in terms of frequencies and
percentages. The knowledge of primary school teachers
regarding Emotional Quotient before and after administration
of STP would be analyzed in terms of frequencies,
percentages, mean, median, standard deviation and would be
presented in the form of bar/ column diagram, Pie diagram.
The significant difference between pre-test and post-test
knowledge score would be determined by “t” test. The
association between level of knowledge and demographic
variables could be determined by using 2 test (Chi-square)
CHAPTER-V
DATA ANALYSIS AND INTERPRETATION OF THE RESULT
56
This chapter deals with the analysis and interpretation of
the data collected to evaluate the effectiveness of Teaching
Programme on Emotional quotient and its prevention. The
purpose of this analysis is to reduce the data to a
manageable and interpretable form so that the research
problems can be studied and tested. The analysis and
interpretation of data of this study are based on data
collected through structured teaching programme on emotional
Quotient from primary school teachers (n = 40). The results
were computed using descriptive and inferential statistics.
The data are presented under the following sections:
SECTION: A. Description of frequency and percentage
distribution of socio demographic characteristics of primary
school teachers.
SECTION B: - Assessment of Pre test knowledge level score
on emotional quotient among primary school teachers.
SECTION C:-Analysis of Post test knowledge level score on
emotional quotient among primary school teachers.
SECTION D: - Comparison between pre test and post test mean
knowledge score of primary school teachers.
57
SECTION E:- Association of the post test knowledge level
score with selected socio-demographic variables of primary
school teachers.
SECTION: A. Description of frequency and percentage
distribution of socio demographic characteristics of primary
school teachers.
Table –1 shows the frequency percentage distribution of
subjects.
N = 40
Sr. No. Socio demographic variable
Category Frequency Percentage(%)
1
Age 21 – 30 Years 13 32.531 – 40 Years 13 32.541 – 50 Years 8 20.0More than 50 Years
6 15.0
2 Sex Male 2 5.0Female 38 95.0
3
Religion Hindu 31 77.5Christian 8 20.0Muslim 1 2.5Other 0 .0
4 Marital status
Married 34 85.0Unmarried 6 15.0
58
Sr. No. Socio demographic variable
Category Frequency Percentage(%)
5
Professional Education
T.T.C. 10 25.0D. Ed. 16 40.0B. Ed. 7 17.5M, Ed. 2 5.0Any other, specify
5 12.5
6
Major subjectdealing
Language 15 37.5Science 8 20.0Arts 13 32.5Physical education
3 7.5
Other 1 2.5
Table 1 continues……..
N =40
59
Sr. No. Socio demographicvariable Categories Frequen
cyPercentage
(%)
7
Years of experience
Less than 2 years
4 10.0
2-6 years 15 37.56-10 years 6 15.010 years and above
15 37.5
8
Attendence of any program
Most of the time
5 12.5
Often 6 15.0Sometimes 13 32.5Rarely 14 35.0Almost never 2 5.0
9
Witnessed students with unusual behavior
Most of the time
3 7.5
Often 4 10.0Sometimes 24 60.0Rarely 5 12.5Almost never 4 10.0
10
Source of information
Books & journals
11 27.5
Television & radio
14 35.0
News paper 11 27.5Others 4 10.0
Table 1 indicated that out of 40 subjects most of the
subjects i.e. 13 (32.5%) were in the age group of 21-30
years and 31 to 40 years; eight (20%) were in the age group
of 41-50 years and six (15%) were more than 50 years
60
Most of subjects i.e. 38 (95%) were female and only two (5%)
were male.
Most of subjects i.e. 34 (85%) are married and only six
(15%) are unmarried.
The frequency and percentage distribution of subjects
according to the religion 31 (77.2.5%) of them Hindus,
8(20.0%) of them Christian and 1(2.5%) of them are Muslim.
The frequency and percentage distribution of subjects
according to the professional education 16 (40%) are D. Ed.,
10 (25.0%) are T.T.C, 7 (17.5%) are B. Ed. 2 (5.0%) are M.
Ed. And 5 (12.5%) are others.
The frequency and percentage distribution of subjects
according to the Major subject dealing 15 (37.5%) are
teaching Language, 13 (32.5%) are Arts, 8 (20.0%) are
Science, 3 (7.5%) are Physical education. And 1 (2.5%) are
others.
Majority 15(37.5%) had 2-6 years of experience and 15(37.5%)
had 10 years and above years of experience, 6 (15.0%) 6-10
61
years of experience, 4 (10.0%) Less than 2 years of
experience.
Majority 14 (35.5%) Rarely attended programme, 13 (32.5%)
Sometime attended programme, 6 (15.0%) often attending
programme and 5 (12.5%) subjects have attended programme
most of time.
Majority 24 (60.0%) Sometimes witnessed students with
unusual behavior, 5 (12.5%) Rarely witnessed students with
unusual behavior, 4 (10.0%) often attending witnessed
students with unusual behavior, 4 (10.0%) Almost never
witnessed students with unusual behavior and 3 (7.5%) Most
of the time subjects have witnessed students with unusual
behavior.
Majority 14 (35.0%) Subjects reported Television & radio as
source of information, 11 (27.5%) Books, journals & News
paper, 4 (10.0%) often attending witnessed students with
unusual behavior and 4 (10.0%) reported other source of
information. I
62
SECTION B: - Assessment of Pre test knowledge level score
on emotional quotient among primary school teachers.
Table - 2 shows the pre test knowledge levels of primary school teachers.
N= 40
KnowledgeLevel Range of Score
Primary school teachers Frequency
(f) %
Inadequate < 50% Score 7 17.5
Moderate 51-75 % Score 29 72.5
Adequate > 75 % Score 4 10.0
Data in table 2 shows that the pre test knowledge score 7
subjects (17.5%) have inadequate, 29 (72.5%) are adequate
and 4 (10.0%) have good knowledge.
63
Table – 3 depicts pre test knowledge mean score of primary
school teachers in selected aspects of emotional quotient.
N = 40SL.NO Area wise No. of
items Mean S.D Mean%
1 Emotional problems 8 6.0750 1.55889 75.94
2 Emotional intelligence 10 5.8250 1.97273 58.25
3 Emotional intelligence quotient test (E.Q.test) 4 2.0000 1.0377
5 50.00
4 Development of emotional quotient 6 3.5250 1.5522
9 58.75
Overall Knowledge 28 17.4250
4.11307 62.23
Data in table 3 shows that the mean knowledge scores of the
pre-test were maximum in the area of Emotional problems that
is 6.0750 (92.50%) & minimum in the area of Emotional
intelligence quotient test 2.0000 (50.00%). In the area of
Emotional intelligence 5.8250 (58.25%). In the area of64
Development of emotional quotient score is 3.5250 (58.75%).
The overall mean pre test knowledge was 17.42(62.23).
Fig No. 2: Bar Diagram showing Area wise Mean knowledge level of pre test.SECTION C:-Analysis of Post test knowledge level score on
emotional quotient among primary school teachers
Table 4 shows the post test mean knowledge level of primary
school teachers in selected aspect of emotional quotient.
N=40
KnowledgeLevel Range of Score
Primary school teachers Frequency
(f) %
Inadequate < 50% Score 0 00.0
Moderate 51-75 % Score 20 50.0
65
Adequate > 75 % Score 20 50.0
Data in table 4 shows that the post test knowledge levels of
20 (50.0%) subjects have adequate and 20 (50.0%) subjects
have good knowledge on emotional quotient.
Table no 5: shows mean score of Post test knowledge level
among subjects in selected aspects of emotional quotient
N= 40
SL.NO Area wise No. of
items Mean S.D Mean%
1 Emotional problems 8 7.4000 .74421 92.50
66
2 Emotional intelligence 10 7.9750 1.22971 79.75
3 Emotional intelligence quotient test (E.Q. test) 4 2.8250 .84391 70.63
4 Development of emotional quotient 6 4.3500 1.16685 72.50
Overall Knowledge 28 22.5500 2.61112 80.54
Data in table 5 shows that the mean knowledge scores of
post-test were maximum in the area of Emotional problems
7.4000 (92.50%) and minimum in the area of Emotional
intelligence quotient test 2.8250 (70.63%). Knowledge score
in area of Emotional intelligence is 7.9750 (79.75%) and in
area of Development of emotional quotient is 4.3500
(72.50%). The overall knowledge was 22.5500(80.54).
67
SECTION D: - Comparison between pre test and post test mean
knowledge score of primary school teachers.
Table: 6 describes comparison of pre test and post test mean
knowledge scores.
N = 40
Aspects ofknowledge
Pre test Post test tvalue d.f.
Level ofsignificanceMean SD Mean SD
Emotional problems
6.0750 1.55889
7.4000 .74421 7.204 39 .000*
Emotional intelligence
5.8250 1.97273
7.9750 1.22971
10.690
39 .000*
Emotional intelligence quotient test (E.Q.test)
2.0000 1.03775
2.8250 .84391 7.729 39 .000*
Developmentof emotional quotient
3.5250 1.55229
4.3500 1.16685
5.167 39 .000*
Overall Knowledge
17.4250
4.11307
22.5500
2.61112
13.395
39 .000*
*significant NS: not significant
69
Data presented in table – 6 shows that pretest knowledge
score in the aspect of emotional problem was 6.050, in
emotional intelligence 5.8250, Emotional intelligence
quotient test 2.0000, and in Development of emotional
quotient score was 3.5250, the overall pretest knowledge
score was 17.4250. The post test knowledge score in the
aspect of emotional problem was 7.4000, in emotional
intelligence 7.9750, Emotional intelligence quotient test
2.8250, and in Development of emotional quotient score was
1.55229, the overall pretest knowledge score was 17.4250.
computed‘t’ value (‘t’= 13.395, p< 0.001) is greater than
table value (‘t’ = 2.00), which represents the significant
gain in knowledge, through the Structured Teaching
Programme. Hence the null hypothesis Ho was rejected. Thus
it suggests that the STP has been effective in increasing
the knowledge of primary school teachers about emotional
quotient.
70
75.9492.558.2579.7550 70.6358.7572.562.2380.54
0 50 100
Em otional problem s
Em otional intelligence
Em otional intelligence quotient test(E.Q.test)
Developm ent of em otional quotient
Overall Knowledge
Post TestPre Test
Fig No. 4: Bar Diagram showing Comparison of pre test and
post test of knowledge level scores of primary school
teachers on emotional quotient.
71
SECTION E:- Association of the post test knowledge level
score with selected socio-demographic variables of primary
school teachers.
Table -7 : shows association of post test knowledge level
with selected socio-demographic variables of primary school
teachers.
N= 40
Sr.No.
Socio demographic variable
Categories Overall Post testKnowledge level Chi
square
Inadequate
Moderate
Adequate
F % f % f %
1 Age
21 – 30 Years
0 .0 7 35.0
6 30.0 1.321NS
31 – 40 Years
0 .0 6 30.0
7 35.0 DF=3
41 – 50 Years
0 .0 5 25.0
3 15.0
More than 50Yrs
0 .0 2 10.0
4 20.0
2 Sex
Male 0 .0 1 5.0
1 5.0 0.0 NS
Female 0 .0 19
95.0
19
95.0 DF=1
3 Religion
Hindu 0 .0 14
70.0
17
85.0 3.29NS
Christian 0 .0 6 30.0
2 10.0 DF=2
Muslim 0 .0 0 .0 1 5.0Other 0 .0 0 .0 0 .0
4 Maritalstatus
Married 0 .0 19
95.0
15
75.0 3.137NS
Unmarried 0 .0 1 5. 5 25.0 DF=1
72
0
5
Professional
Education
T.T.C. 0 .0 7 35.0
3 15.0 5.793NS
D. Ed. 0 .0 7 35.0
9 45.0 DF=4
B. Ed. 0 .0 3 15.0
4 20.0
M, Ed. 0 .0 2 10.0
0 .0
Any other, specify
0 .0 1 5.0
4 20.0
6Majorsubjectdealing
Language 0 .0 4 20.0
11
55.0 12.831*
Science 0 .0 2 10.0
6 30.0 DF=4
Arts 0 .0 11
55.0
2 10.0
Physical education
0 .0 2 10.0
1 5.0
Other 0 .0 1 5.0
0 .0
* is significant; NS is not significant
Sr.No.
Sociodemographic variable
Overall Post testKnowledge level Chi
square
Inadequate
Moderate
Adequate
f % f % f %7 Years of
experienceLess than 2 years
0 .0 1 5.0
3 15.0 3.80
NS
2-6 years
0 .0 7 35.0
8 40.0 DF=3
6-10 0 .0 5 25 1 5.73
years .0 010 yearsand above
0 .0 7 35.0
8 40.0
8Attendenceof anyprogram
Most of the time
0 .0 4 20.0
1 5.0
4.163 NS
Often 0 .0 3 15.0
3 15.0 DF=4
Sometimes
0 .0 7 35.0
6 30.0
Rarely 0 .0 6 30.0
8 40.0
Almost never
0 .0 0 .0 2 10.0
9
Witnessedstudents
withunusualbehavior
Most of the time
0 .0 3 15.0
0 .0 8.167 NS
Often 0 .0 2 10.0
2 10.0 DF=4
Sometimes
0 .0 13
65.0
11
55.0
Rarely 0 .0 0 .0 5 25.0
Almost never
0 .0 2 10.0
2 10.0
10 Source ofinformation
Books & journals
0 .0 3 15.0
8 40.0
6.649 NS
Television & radio
0 .0 8 40.0
6 30.0 DF=3
News paper
0 .0 5 25.0
6 30.0
Others 0 .0 4 20.0
0 .0
* is significant; NS is not significant
74
The data presented in table-7 depicted the association of
selected demographic variables with post test knowledge
level of primary school teachers regarding emotional
quotient. There is statistical significant association in
knowledge level of primary school teachers regarding
emotional quotient with major subject dealing variable
with their corresponding Chi-square value found to be
12.831* at DF=4 indicates that there is no statistical
significant relationship between gain in knowledge and
personal characteristics like age, gender, religion, Marital
status, professional education, years of experience in
teaching, attended any in-service education programme,
seminars, source of information etc.,
75
CHAPTER-VI
6. DISCUSSION
This chapter deals with the discussion, based on the
objectives of the study and hypothesis. The study was
designed to assess the effectiveness of Structured Teaching
Programme on Emotional Quotient among Primary school
teachers working in selected school at Bangalore. Discussion
of the result of data was analyzed based on the objectives
of the study and the hypotheses.76
The first objective was to assess pre test knowledge
regarding emotional quotient among primary school teachers.
The highest mean pre test knowledge score was found in the
aspect of Emotional problems 6.0750 (92.50%) & minimum in
the area of Emotional intelligence quotient test 2.0000
(50.00%). In the area of Emotional intelligence it was
5.8250 (58.25%). And in the area of Development of emotional
quotient score was 3.5250 (58.75%). the pre test knowledge
level score of 7 subjects (17.5%) have inadequate, 29
(72.5%) subjects have adequate and 4 (10.0%) subjects have
good knowledge score.
The present study found that the knowledge about emotional
quotient was inadequate among primary school teachers
working in selected schools. The study revealed knowledge
deficit about emotional quotient test and development of
emotional quotient among primary school teachers. Since
Emotions are critically important to our success and to our
survival, information about development of emotional
77
quotient must be shared and implemented in teaching
programme.12
The second objective was to assess the post test mean
knowledge score about emotional quotient among primary
school teachers
The highest mean post test knowledge score was found in the
aspect of Emotional problems 7.4000 (92.50%) and minimum in
the area of Emotional intelligence quotient test 2.8250
(70.63%). Knowledge score in area of Emotional intelligence
was 7.9750 (79.75%) and in area of Development of emotional
quotient was 4.3500 (72.50%). post test knowledge levels of
20 (50.0%) subjects have adequate and 20 (50.0%) subjects
have good knowledge on emotional quotient.
The third objective was to assess the effectiveness of
Structured Teaching programme by comparing pre and post
test knowledge score on emotional quotient
This study was aimed at evaluation of effectiveness of STP
on emotional quotient among primary school teachers. The
78
mean knowledge scores of post-test was 22.55, where as the
mean pre-test knowledge scores 17.4250. The mean percentage
post-test knowledge scores 80.54 was apparently higher than
the mean percentage pre-test knowledge score 62.23.
Computed‘t’ value (‘t’= 13.395, p< 0.001) is greater than
table value (‘t’ = 2.00), which represents the significant
gain in knowledge, through the Structured Teaching
Programme.
*In testing the stated hypothesis that, there will not be a
significant difference between pretest and mean post test
knowledge score on emotional quotient is rejected based on
statistical analysis. Hence the researcher has accepted the
alternative hypothesis as there is a significant difference
between pretest and mean post test knowledge score on
emotional quotient. Thus it is evident that the STP has
been effective in increasing the knowledge of primary school
teachers about emotional quotient in this study.
This was supported by Ms. Diano Lobo (2004) in a study on
effectiveness of individual planned teaching to the
caregivers of bedridden patients in a selected hospital of
79
Mangalore. 30 samples showed the mean difference between
post-test and pre-test knowledge scores of caregivers on
prevention of pressure sore was found to be significant i.e.
(29) =27.67 p<0.05). 42
The study also supported by Thomas (1999) a study to
determine the effectiveness of a PTP about Home Care of
Patients with Chronic Renal Failure and their attendants.
The findings showed that the pretest knowledge was
17.4250(62.23%) Whereas the mean post test knowledge score
was 22.5500(80.54%) this indicated that the teaching
programme was effective. 42
The fourth objective was to associate the post test
knowledge level score of primary school teachers with their
selected socio-demographic variables.
The association of selected demographic variables with post
test knowledge level of primary school teachers regarding
emotional quotient revels that there is statistical
significant association in knowledge level of primary school
80
teachers on emotional quotient with major subject dealing
variable with their corresponding Chi-square value found to
be 12.831*. There is no statistical significant
relationship between gain in knowledge and other personal
characteristics like age, gender, religion, Marital status,
professional education, years of experience in teaching,
attendance of any in-service education programme, seminars,
source of information etc.,
81
*In testing the stated hypothesis that, “there will not be
significant associations of subjects mean knowledge level
with their selected socio-demographic variables” is rejected
for major subject dealing variable based on statistical
analysis and hypothesis is accepted for other socio
demographic variables like age, gender, religion, Marital
status, professional education, years of experience in
teaching, attendance of any in-service education programme,
seminars, source of information etc.,.
This was supported by D. Kavitha (2002) in a study to assess
the level of job stress in relation to social support among
primary school teachers working in a selected school at
Coimbatore. 46
82
CHAPTER-VII
7.
CONCLUSION
This study presents the conclusions drawn, implications,
limitations, and delimitations and recommendations of the
present study. The focus of this study was to assess the
effectiveness of Structured Teaching Programme on Emotional
Quotient among Primary school teachers working in selected
school at Bangalore.
83
The study involved one group pre-test and post test using
quasi experimental design, with probability sampling
technique in which simple random sampling method was used to
draw the sample. The size of sample was 40 primary school
teachers, selection of the sample was done according to
inclusion and exclusion criteria. The respondents completed
the structured knowledge questionnaire in the pre test
followed by implementation of Structured Teaching Programme
on the same day. Post test was conducted 6 days after the
STP using the same structured knowledge questionnaire to
find out the effectiveness. The results were analyzed by
using descriptive and inferential statistics.
Finding of the study
The findings showed that most of the subjects had inadequate
knowledge in the pre-test whereas all the subjects had
adequate knowledge in post-test. The mean Post-test
percentage scores and the modified gain scores in all areas
were found to be high; the maximum gain was in the area of
knowledge and minimum in the area of application. The ‘t’
test, which was computed between pre-test and post-test
84
knowledge scores, indicated a true gain in the knowledge.
Hence it was concluded that STP was effective as a method to
improve knowledge among primary school teachers.
There is statistical significant association in knowledge
level of primary school teachers on emotional quotient with
major subject dealing variable. There is no statistical
significant relationship between gain in knowledge and
personal characteristics like age, gender, religion, Marital
status, professional education, years of experience in
teaching, attended any in-service education programme,
seminars, source of information etc.,
7.1 IMPLICATIONS: -
The results of this study have implications on nursing
practice, nursing education, administration, nursing
education and nursing research.
Nursing Practice
Several implications can be drawn from the present study for
nursing practice. Education programmes conducted by the
85
nursing personnel both in the hospital and community area
helps in preventing and controlling emotional problems.
The nurse plays an important role in disease prevention and
health promotion. Education programmes with effective
teaching strategies, and audio-visual aids motivate people
to follow healthy practices in day-to-day life, involving
changes in life style.
Health information can be imparted through various methods
like lecture, mass media, pamphlets, STP and displays etc.,
Nurses have to position themselves in all areas of
community. Hence, nurses should take keen interest in
preparing different teaching strategies suitable for the
community/society.
7.1.1 Nursing education
The nursing curriculum should consist of knowledge related
to health information using different methods of teaching.
Nursing students should be made aware of their role in
health promotion and disease prevention in the present and
future year, which may help in achieving the goal of Health
86
for All. The student’s teaching experience should emphasize
on teaching various community groups on preventive and
promotive health practices.
Nurses at post-graduate level have to develop their skill in
preparing health teaching material according to the school
children level of understanding and improved newer
techniques have to be used for motivating profile
participation in emotional intelligence literacy programme.
7.1.2 Nursing Administration
The nurse administrator should take interest in providing
information on health related prevention programmes
beneficial to public planning. Organization of such
programmes requires efficient teamwork, planning for
manpower, money, material, and methods and minutes to
conduct successful education programmes, both at the
hospital and community level. She should also encourage and
depute nurses to participate in such programmes conducted by
any other voluntary organizations.
87
7.1.3 Nursing Research
There is a need of extensive and intensive research in this
area, so that a strategy for educating nurses in preventing
emotional problems and enhancing emotional intelligence. The
nurses should conduct research on various aspects of
emotional intelligence which provides more scientific data
and adds more scientific body of information to the nursing
profession.
Newer methods and techniques of teaching and learning have
to be implemented in educational research as well as
educational psychology, which is a challenging task in the
era of improved science and technology. Finally to mention,
all the research process steps were adopted while conducting
the study and the investigator felt the importance of
research methodology in nursing profession as a challenging
one.
7.2 RECOMMENDATIONS
Based on the findings of the study the following recommendations are made:
88
1. A similar study can be replicated on a sample with
different demographic characteristics.
2. A similar study may be replicated with a control group.
3. A similar study may be replicated on a larger population
for wider generalization.
4. An extensive teaching programme may be conducted
including all aspects of emotional intelligence for
better understanding among primary school teachers.
5. Comparative study can be done between primary school
teachers working in rural area and urban area.
6. A study can be carried out to evaluate the effectiveness
of slide shows/IEC package on emotional quotient.
7.3 LIMITATIONS
1. The study was conducted for the representative group of
the whole population in a setting; hence generalization
is limited to the population of East West public school,
S.V.N. Public school & St. Thomas English medium school.
Bangalore.
89
2. Extraneous variables like age, mass media, and exposure
were beyond the investigator’s control. The study did not
use any control group and therefore there are
possibilities of threats to internal validity like events
occurring between pre-test and post-test sessions.
3. STP was not planned on the basis of the learning needs of
the subjects under study but on reports of previous
studies.
7.4 DELIMITATION:
Study is delimited to both genders of primary schools
teachers.
90
CHAPTER- VIII
SUMMARY
This chapter deals with summary of the whole study;
which includes the statement of the problem,, objectives,
assumptions, hypotheses, conceptual framework, review of
literature, research methodology, statistical inference,
final findings of the study and the key conclusion.
“The statement of problem of the study was “To evaluate
the effectiveness of structured teaching programme on
knowledge about emotional quotient among primary school
teachers in selected school at Bangalore”. The study
conducted with following objectives: To assess the pre test
knowledge about emotional quotient among primary school
teachers. To assess the post test knowledge about emotional
quotient among primary school teachers. To assess the
effectiveness of Structured Teaching programme by comparing
pre and post test knowledge on emotional quotient. To find
91
out association between the socio-demographic variables and
knowledge about emotional quotient among the primary school
teachers.
The study was based on the following assumptions: Teachers
may be having some knowledge on the emotional quotient. The
study attempted to examine the following hypothesis: H01:
There will not be significant difference between pretest and
posttest knowledge score on emotional quotient H02: There
will not be a significant association between knowledge
score of teachers about emotional quotient with selected
demographic variables.
The conceptual frame work for this study was modified and
adopted “The theory of goal attainment” proposed by Imogene
King 1945, which explains the major concepts in the theory
of goal attainment like interaction, perception,
communication, transaction, stress, growth and development
and time and space.”
Review of literature and related studies helped the
investigator to collect the appropriate and relevant
92
information to support the study, design the methodology,
conceptual framework, and development of the tool and
structured teaching programme and also helped to plan the
analysis of data.
Research approach for the study was one group pretest and
post test design. Research design used was one group pre-
experimental study to assess the effectiveness of structured
teaching programme on knowledge of emotional quotient among
primary school teachers in terms of increase in knowledge.
The study was conducted in East West public school, S.V.N.
school and St. Thomas English medium school.
Tools were prepared on the basis of objectives of the study.
A structured knowledge Questionnaire was selected to assess
the knowledge of the primary school teachers on emotional
quotient. It was considered to be the most appropriate
instrument to elicit the response from subjects.11 experts
validated the content of the tool and were found to be
reliable and feasible. After obtaining permission from the
respective authority, pilot study was conducted for a period
of one week from 15.09.2009 to 21.09.2009 in East West
93
Public School, Bangalore. The reliability of the tool was
established by using Brown Prophecy formula using split half
technique.
After obtaining the formal prior permission, the study was
conducted between 23.09.2009 and 31.10.20009 for period of 5
weeks in, Bangalore. East West Public School, S.V.N. English
School, St. Thomas English Medium School,
The sample size was 40 primary school teachers and selection
of the sample was done according to Inclusion and Exclusion
criteria. After obtaining the consent from the teachers, the
pre test knowledge was assessed by using structured
knowledge questionnaire. It was followed by administration
of Structured Teaching Programme. On the 7th day after
Structured Teaching Programme, the post test knowledge of
teachers were assessed using the same structured knowledge
questionnaire to assess the effectiveness of Structured
Teaching Programme on emotional quotient.
94
The data obtained were analyzed in terms of achieving the
objectives of the study by using descriptive and inferential
statistics.
The major findings of the study are related to the pre test
and post test knowledge scores on emotional quotient.
Aspect wise Mean knowledge scores of the pre-test were
maximum in the area of Emotional problems 6.0750 (92.50%) &
minimum in the area of Emotional intelligence quotient test
2.0000 (50.00%). In the area of Emotional intelligence
5.8250 (58.25%). In the area of Development of emotional
quotient score is 3.5250 (58.75%).
The mean knowledge scores of post-test were maximum in the
area of Emotional problems 7.4000 (92.50%) and minimum in
the area of Emotional intelligence quotient test 2.8250
(70.63%). Knowledge score in area of Emotional intelligence
is 7.9750 (79.75%) and in area of Development of emotional
quotient is 4.3500 (72.50%)
The mean knowledge scores of post-test was 22.55, where as
the mean pre-test knowledge scores 17.4250. The mean
95
percentage post-test knowledge scores 80.54 was apparently
higher than the mean percentage pre-test knowledge score
62.23
Computed‘t’ value (‘t’= 13.395, p< 0.001) is greater than
table value (‘t’ = 2.00), which represents the significant
gain in knowledge, through the Structured Teaching
Programme. Hence the null hypothesis Ho was rejected. Thus
it suggests that the STP has been effective in increasing
the knowledge of primary school teachers about emotional
quotient
96
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ANNEXURE – II
A FORMAT OF LETTER SEEKING EXPERTS’ CONTENT VALIDATION OF
CONSTRUCTED TOOL
From,Rahane Sanjay Pandharinath 2nd year M.Sc(N)East West College Of NursingBangalore.
Through the Principal, East West College Of Nursing.
To,
Respected Madam/Sir,
Subject:- Requisition for experts opinions and suggestionsfor content validity of research tool.
I am a 2nd year student of Masters of Nursing at the EastWest College Of Nursing , Bangalore. As a part of my partialfulfillment of M.Sc(N) programme, I need to construct tooland send it for valuation and suggestions about my toolswhich I have enclosed .I humbly request you to certifyregarding your validation in the enclosed format. I will begrateful to your honorable work. Thank you in anticipation. Yours faithfully,
(RAHANE SANJAY PANDHARINATH )
113
Enclosure:1.Statement of the problem and objectives of the currentstudy.2.Description of the tool as below:-Tool-I-Sociodemographic dataTool-II- Questionnaire to assess the knowledge of the Primary school Teachers regarding Emotional Quotient 3.A lesson plan on the structured teaching programme on Emotional Quotient among Primary school Teachers.4.Scoring key.5.Valuators response sheet regarding content validity of each item under each section.6.Certificate of validation
ANNEXURE –III
LIST OF EXPERTS WHO VALIDATED THE TOOL AND STRUCTUREDTEACHING PROGRAMME:
Dr. (Mrs) K Reddama Dr. (Mrs) K
Lalitha
Professor Professor
Dept of Nursing Dept of
Nursing
NIMHANS NIMHANS
Bangalore Bangalore
Dr. Ramachandra Sri. H H
Dasegowda
Asst. Professor & Principal Principal
114
College of Nursing Dept of
Psychiatric Nursing
NIMHANS Govt College of
Nursing
Bangalore Bangalore
Prof. S S Prabhudeva Dr. N V
Muninarayanappa
Principal Professor cum Vice-
Principal
Dept of Psychiatric Nursing Dept of
Psychiatric Nursing
MSRINER JSS College of
Nursing
Bangalore Mysore
Mrs. K F Graicy Mrs. Agnes E J
Professor cum Vice-Principal Associate
Professor
Dept of Psychiatric Nursing Dept of
Psychiatric Nursing
AECS Maruti College of Nursing Fr.Muller
College of Nursing
Bangalore Mangalore
115
Mrs. Tessy Treesa Jose Mrs. Linu Sara
George
Professor and HOD Associate
Professor
Dept of Psychiatric Nursing Dept of
Psychiatric Nursing
Manipal College of Nursing Manipal
College of Nursing
Manipal Manipal
Mrs. Sharmila Mr. Balamurugan
G
Associate Professor & HOD Lecturer
Dept of Psychiatric Nursing Dept of
Psychiatric Nursing
Padmashree College of Nursing MSRINER
Bangalore Bangalore
Dr. C R Chandrashekar Dr. T S
Sathyanarayana Rao
Professor Professor and HOD
Dept of Psychiatry Dept of
Psychiatry
NIMHANS JSS Hospital
Bangalore Mysore
116
Dr. Manoj Kumar Sharma Dr. Saraswathi
V
Asst. Professor & Associate
Professor &
Clinical Psychologist Clinical
Psychologist
NIMHANS Govt College of
Nursing
Bangalore Bangalore
ANNEXURE –IV
FORMAT OF CONTENT VALIDITY CERTIFICATE This is to certify that the tool developed by Rahane Sanjay
Pandharinath , II year M.Sc nursing student of East West
college of nursing, Bangalore, has been validated by the
undersigned. The suggestions and modifications given by me117
will be incorporated by the investigator in concern with
their respective guide. Then she can proceed to do the
research
Name : Signature:
Designation: Seal:
Date:
Place:
118
ANNEXURE –V
A FORMAT OF PARTICIPANT’S CONSENT FORM
Dear Participant, I , Ms. Rahane Sanjay
Pandharinath , an II year M.Sc. (Nursing) student at East
West College of Nursing, Bangalore conducting a Research
study on “A study to assess the effectiveness of Structured
Teaching Programme on knowledge regarding emotional quotient
among Primary school Teachers in a primary schools,
Bangalore.” as a partial fulfillment of the M.Sc. Nursing
programme. I kindly request you to participate in this study
by answering the questionnaire given to you. The information
obtained from you will be kept confidential and will be used
for research study purpose.
You are free to withdraw from the study at any time, if you
do not like. Your kind co-operation will always be
appreciated with gratitude.
Thanking you,Yours Sincerely,
Participant’s Signature: Date: (Ms. Rahane Sanjay Pandharinath)
119
Place: II Year M.Sc. Nursing Student.
East West College of Nursing,Bangalore.
CONSENT FORM
I here with give my consent for the above said study
knowing that all the information provided by me will be
treated with almost confidential by the investigator.
Signature of the Participant
Date:
Place:
ANNEXURE –VI
TOOLS USED IN THE STUDY
TOOL -1
DEMOGRAPHIC DATA
INSTRUCTIONS :
DEAR PARTICIPANT ,
The tool contains Section A which is the demographic data of
the participants. The participants are requested to place a
() mark in the appropriate box provided against each
statement.
Code no
1. Age -
120
a) 21 – 30 Years
b) 31 – 40 Years
c) 41 – 50 Years
d) More than 50 Years
2. Gender
aa - Male
b. - Female
3. Religion
a. - Hindu
aa -Christian
aa - Muslim
aa - Other
4. Marital Status
aa Married
aa Unmarried
5. Professional Education:
a) T.T.C.
b) D.
Ed.
c) B.
Ed.
aa M, Ed.
121
e)
Any other, specify
6. What is the major subject dealing now?
a) Language
b) Science.
c) Arts
d) Physical education
e) Other
7. Years of Experience Teaching
a) Less
than 2 years.
b) 2-6
years.
c) 6-10 years.
d) 10
years and above.
122
8. Have you attended any in-service education program,
workshop, seminars, on Students Educational
Psychology/ Emotional Quotient?
aa Most of the time
aa Often
aa Sometimes
aa Rarely
aa Almost never
9. Have you ever noticed students with unusual
behavior?
aa Most of the time
aa Often
aa Sometimes
aa Rarely
aa Almost never
10. From which source did you get information
regarding emotional quotient?
aa Books & journals
aa Television & radio
aa News paper
123
aa Others
Tool IISTRUCTURED KNOWLEDGE QUESTIONNAIRE TO ASSESS THE KNOWLEDGE
OF PRIMARY SCHOOL TEACHERS ON EMOTIONAL QUETIENT.
INSTRUCTION
DEAR PARTICIPANT,
Every question has 4 alternative responses. Select the
correct answer among the options and place a tick ( ) mark
in the appropriate box provided against each statement.
1. What are the behaviors indicating emotional problem in
children?
aa Learning disability. Inattention & distractibility
aa Physical pain.
aa Failure in examination.
2. What are the causes of emotional problem in children?
aa Diet
aa Alcoholism
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aa Stressful family and school environment.
3. Why do children talk and behave in peculiar way?
aa Have physical abnormality
aa Are under effect of evil spirit.
aa Undergo stressful experience
4. What will you do if you find children with unusual
behavior?
aa Get friendly with them and get them to talk.
aa Punish them for their behavior.
aa Ignore behavior
5. What will be your approach towards poor achiever?
aa Scold and Punish them
aa Informing parents.
aa Try to find out problems
6. Which is the primary agency for emotional development of
child?
125
aa Family & School
aa Society
aa Hospital
7. What are the emotional needs of children?
aa Food, Health , Education
aa Cloths, Shelter & Security
aa Love & Affection
8. What is Emotional Intelligence?
aa Emotional Intelligence (EI) indicates how good a
child is in school performance.
aa Emotional Intelligence (EI) describes an ability,
capacity, or skill to perceive, assess, and manage
the emotions of one's self, of others,
and of groups.
aa Emotional Intelligence (EI) indicates ability of
reasoning, knowing and understanding
9. Why Emotional Intelligence is important in team performance?
aa Increases collaboration and cooperation
126
aa Increased dependency
.
aa Enhanced innovation.
10. What do you mean by Self-awareness?
aa The ability to recognize others feeling
aa The ability to recognize our own feelings.
aa The ability to recognize friends feeling.
11. What do you mean by Mood management?
aa It is an ability to control anger.
aa It is an ability to be happy in all occasions.
aa It is an ability to maintain a balance between
good and bad moods.
12. Which students will have greater emotional
intelligence?
aa Those brought up in democratic child rearing
practice.
aa Those brought up in independent child rearing
practice.
aa Those brought up in autocratic child rearing
practice.
127
13. How the children with higher emotional intelligence
will behave?
aa More aggressive
aa less aggressive
aa hostile
14. Who will have stronger EQ?
a. Poor achievers
b. Self-actualizers.
c. Intelligent
15. How will you assess children’s emotional intelligence?
aa Intelligent quotient test.
aa Emotional quotient test.
aa Attitude & aptitude test.
16. How much time is needed to assess E.Q. test?
aa 15 min.
aa 30 min.
aa 60 min
128
17. What are the subscales Emotional Quotient test composed
of?
aa Self-awareness, emotional management,
Adaptability, self-motivation
aa Arithmetic skills
aa General intelligence
18. Who can administer the Emotional quotient test?
aa Trained person in E.Q.
aa Teachers
c. Parents
19. Which test is more reliable and definite predictor of success in life?
aa Intelligent quotient test.
aa Emotional quotient test.
aa Attitude test.
20. What does the Emotional Quotient tells you.
aa How healthy you are as compare to others
.
aa How your general intelligence right now
129
c. An assessment of emotional and social competencies
21. Why are schools interested in developing Emotional Intelligence?
a. Emotional Intelligence is a much better predictor
of performance and success than IQ
b. It is easy to administer and score
c. No other tests are reliable predictor of success.
22. How do Schools benefit from having students with greater EI?
a. Develops students learning capacity.
b. Improves school result
c. Improves student’s physical health.
23. How will you teach social skill to your children?
aa Praising.
aa Pointing their mistakes.
aa Practicing the desired behavior
130
24. How will you make schools more emotionally positive and
supportive workplaces?
a. Arranging parents meeting to inform students
shortcomings
b. Develop structures that strengthen the emotional
bonds between teachers and learners
c. Encourage teachers to use their emotions in their
teaching.
25. What is necessary for successful development of EQ:
aa Readiness to change & Commitment
aa Diet & drug
c. Exercise
26. What services can school provide to develop children’s
emotional intelligence?
aa Extra coaching
aa Rehabilitation services
aa Guidance and counseling services.
27. How to develop and Raise Child’s Emotional
Intelligence Quotient?
131
aa Be a good listener and interpret the child's
feelings.
aa Scolding abusing and humiliating the child.
aa Label the child according to his or her
misbehavior
28. How to increase the emotional maturity of school
children?
aa Give more emphasis on physical and spiritual
development
aa Adopt an emotional literacy program to help
children learn to manage anger, frustration and
loneliness.
aa Give more emphasis on academic achievement.
132
KEY ANSWER FOR KNOWLEDGE SCORE
QUESTION No. ANSWER 1 a2 c3 c4 a5 c6 b7 a8 c9 b10 a11 b12 c13 a14 b15 b16 b17 b18 a19 a20 b21 c22 a23 a
133
24 c25 b26 a27 c28 a29 b
BLUE PRINT OF QUESTIONNAIRE
SL.NO. CONTENT NO. OF
QUESTIONSSL. NO. OFQUESTIONS WEITAGE
1 A) emotional problems 8 A) 1-8 28.5712
2B) emotional intelligence 10 B) 9-18 35.714%
3
C) emotional intelligence quotient test (E.Q.test)
4 C) 19-22 14.2857%
4D) development ofemotional quotient
6 D) 23-28 21.4284%
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Topic: “A study to evaluate the effectiveness
of structured teaching programme on knowledge
about emotional quotient among primary school
teachers of selected school at Bangalore”.
Outline for Structured Teaching Programme on
Emotional Quotient 1. Subject : Psychiatric Nursing
2. Topic : Knowledge of Teachers Regarding
Emotional Quotient
3. Group : Primary School Teachers
4. Venue : East West Primary School
5. Time : 30 Minutes
6. Method : Lecture
7. A.V. Aids : Lecture Cum Discussion
8. Medium : English
9. Student Teacher : Rahane Sanjay P.
136
OVER ALL OBJECTIVES: After completion of teaching the
clients will have increased knowledge about emotional
quotient which will enable them to maintain their pupils
emotional intelligence.
SPECIFIC OBJECTIVES: At the end of the session the
clients will be able to
1. State the emotional intelligence
2. Explain the meaning of emotional intelligence
3. Describe the theoretical framework.
4. Factors affecting emotional intelligence:
5. Discuss the Concepts of EQ
6. Discuss teachers role in the classroom
7. Explain the implications for schools
8. Discuss Making schools more emotionally positive and
supportive workplaces
9. Explain the Emotional Intelligence Assessment Tools.
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1. Introduce
the
chapter
to group
2min. Introduction :
Emotional intelligence is not a new
concept but is actually tied to ancient
wisdom. Two thousand years ago, Socrates
declared that the attainment of self-
knowledge is humanity’s greatest challenge.
Aristotle added that this challenge was
about managing our emotional life with
intelligence. Fast forwarding to today, we
will find business magazines such as the
May/June issue of the Ivey Business Journal
with an entire issue devoted to the virtues
of emotional intelligence . Further,
Flipchart
Introduces the topics tothe subjects.
Ask what is emotion
Listens Able to answer.
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State the
emotional
intellige
nce
3min.
leadership gurus like John Maxwell are
advocating more than ever that
understanding and managing of one’s
emotional life serves at the heart of
leadership and human systems development 2.
Emotional Intelligence:
Definition:
Emotional Intelligence (EI), often measuredas an Emotional Intelligence Quotient (EQ),describes an.
1. ability, capacity, skill or (in the
case of the trait EI model) a self-
perceived ability, to identify,
assess, and manage the emotions of
Explains definition of EmotionalIntelligence.
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one's self, of others, and of groups.
2. “The ability to monitor one's own and
others' feelings and emotions, to
discriminate among them and to use
this information to guide one's
thinking and actions.”
3. Emotional intelligence is the
capacity for recognizing our own
feelings and those of others, for
motivating ourselves and for managing
emotions effectively in others and
ourselves.’
Mayer, Salovey and Caruso define it as
a set of abilities to:
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accurately perceive emotions in
oneself and others
use emotions to facilitate thinking
understand emotional meanings
Manage emotions.
Thorndike (1920) defined social
intelligence as “the ability to understand
and manage men and women, boys and girls-to
act wisely in human relations”. Thorndike’s
definition included interpersonal and
intrapersonal intelligences in the
definition of social intelligence
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2. Describe
the
theoretic
al
framework
.
Factors
affecting
emotional
intellige
nces
5min. THEORETICAL FRAMEWORK:
The emotional intelligence framework
Goleman first designed in 1998 consisted of
five domains of emotional intelligence that
included 25 competencies. His framework of
emotional competencies in the workplace
reflects statistical analyses by his
colleague Richard Boyatzis that collapse
the 25 competencies into 20 and the five
domains into four: Self-Awareness, Self-
Management, Social Awareness, and
Relationship Management.
The first two domains are personal, while
Flip chart
explains about thetheoretical frameworkof emotionalintelligence
Listens
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the second two are social and have to do
with a person’s ability to manage
relationships with others. While each
competence contributes on its own to
workplace effectiveness, it is more
practical to examine them in their clusters
(Goleman, 1998).
1. Perceiving emotions — the ability to
detect and decipher emotions in faces,
pictures, voices, and cultural
artifacts- including the ability to
identify one’s own emotions.
Perceiving emotions represents a basic
aspect of emotional intelligence, as
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it makes all other processing of
emotional information possible.
2. Using emotions — the ability to
harness emotions to facilitate various
cognitive activities, such as thinking
and problem solving. The emotionally
intelligent person can capitalize
fully upon his or her changing moods
in order to best fit the task at hand.
3. Understanding emotions — the ability
to comprehend emotion language and to
appreciate complicated relationships
among emotions. For example,
understanding emotions encompasses the
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ability to be sensitive to slight
variations between emotions, and the
ability to recognize and describe how
emotions evolve over time.
4. Managing emotions — the ability to
regulate emotions in both ourselves
and in others. Therefore, the
emotionally intelligent person can
harness emotions, even negative ones,
and manage them to achieve intended
goals.
3 Factors affectingemotional
2 min.
Factors affecting emotional intelligence: Black board
Explains the Factors
ListensClarifies
Answers: Factors affecting
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intelligence.
External social and emotional influences
Positive influences Negative
influencesGood, supportive
provision in school,
with lots of
opportunity to develop
and achieve, and
appropriate
recognition
Frustration from
limited
resources and
lack of
provision
Stable family life
providing love and
security
Family problems
(bereavement,
divorce, etc)Adequate Disadvantaged
affectingemotionalintelligence
What is the Factors affectingemotionalintelligence?
Answers: Factorsaffecting emotional intelligence
emotionalintelligence.
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finance/resources for
everyday needs and
additional learning
opportunities (e.g.
school outings,
membership fees)
socio-economical
background
Reliable friendships Rejection from
peers, bullyingGood health; stamina,
vitality
Illness
(physical,
mental)
4. List out the The Five
5 min.
The Five Underlying Concepts of EQFlip chart
Explains
The FiveListensclarifi Able to
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Underlying Concepts of EQ.
Studies have shown that a person with high
EQ has a higher chance of success compared
to a person with high IQ (but low EQ), as a
high-EQ person is better able to manage his
emotions appropriately and overcome his
problems. There are five underlying
concepts of EQ: -
1. Self-knowledge: A lot of people do not
know them and therefore are unaware of
their true feelings, often making them
regret their actions or words. With
self-knowledge, one is better equipped
to cope with life. Especially when faced
Underlyin
g
Concepts
of EQ
eslist out
The Five
Underlyin
g
Concepts
of EQ
.
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with negative emotions, self-knowledge
can help one overcome and gain control
over such negativity Control of
Emotions: The emotions the author
mentions here are the negative ones such
as anger. Like temporary insanity, an
emotional outburst prevents one from
thinking clearly. By learning to control
their emotions and keep calm when faced
with problems or conflicts, teenagers
are then able to handle the situation
and maintain friendships.
2. Self-motivation: From his counseling
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experience, the author considers that
self-motivation is what often
differentiates a good from bad student.
The former is able to set his own goals
and push himself to achieve his targets.
In contrast, the latter lacks self-
control, makes no self-demands and is
unable to accomplish anything when
lacking external supervision.
3. Impulse Control: Many students always
lament that they are unable to finish
their schoolwork during the holidays
despite good intentions, blaming the
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fault on the many activities that entice
them away from the schoolwork. But the
main problem is their inability to
exercise self-control over their
impulses for immediate gratification.
Teenagers must learn to defer short-term
gratification to achieve long term
goals.
4. Social Skills: Empathy is the basis of
interpersonal relations. In order to
develop good social skills, one must
first be able to see things from another
person’s point of view, and understand
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their feelings. With a sense of empathy,
one will be able to choose the
appropriate actions to take when dealing
with problems
5. Understanding emotionalintelligence in the classroom
3 min.
Understanding emotional intelligence in the
classroom:
Daniel Goleman divides emotional
intelligence into four main areas:
• Self-Awareness
• Self-management
• Social awareness
• Relationship management.
Understanding these different components
Flip chart
Explains the Understanding emotionalintelligence in the classroom
ListensClarifies
Able to answer how Understanding emotionalintelligence in the classroom
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will assist in helping teachers to shape
the teaching materials that they feel are
appropriate for their pupils. First and
most important is encouraging a pupil to be
aware of their emotions when they are
finding a piece of work difficult. This is
particularly pertinent with pupils with
special educational needs: certain types of
work may stir up negative feelings in them,
which need to be addressed by the teacher
in a systematic fashion. For example, a
pupil with dyslexia may well feel angry and
frustrated when asked to do a spelling test
or when they attempt to spell certain
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words. The first step towards solving this
would be for the teacher to encourage the
pupil to label their feelings by firstly
‘mirroring’ the pupil’s language when they
respond in a frustrated fashion. A pupil
might say, ‘I hate doing this!’ The teacher
should not respond immediately but then
repeat the phrase, following up with the
question, ‘What makes you hate it?’
encouraging the pupil to label their
feelings so that with time the pupil does
not respond so aggressively, but learns to
label their feelings precisely: ie says
something approximating, ‘I feel angry when
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I see this or that word or have to do this
or that task’.
Making a pupil aware of their feelings is
not an easy task: it will require patience,
persistence and tact. Merely asking a pupil
to say what they are feeling may not
suffice. Part and parcel of it is enabling
a pupil to ‘manage’ his or her own
emotions.
This can be done in a number of ways:
• They can write diaries that describe
what they are feeling about the tasks they
are doing and the people they are
encountering.
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• They can draw pictures that articulate
their emotions in a pictorial sense.
• They can even make masks and other
models – a strategy that we will examine a
little later.
Integral to the management of emotions is
the way in which a pupil responds to those
people around him, his ‘social awareness’.
Many teachers have found that by far the
best way for pupils to improve their
understanding of other people’s feelings is
to write a form of a diary that lists their
feelings towards people that they encounter
and enumerates what the pupil thinks other
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people are feeling. The aim is not for
pupils to ‘write correctly’ – it’s not an
English exercise – or to write in detail;
such a diary can be set out in a simple
chart like the one above.6. Describe
Emotionalintelligence and teacher self efficacy
2 min.
Emotional intelligence and teacher self
efficacy:
Teachers are required to teach 'essential
learning', which include personal and
social learning domains involving skills
associated with emotional intelligence.
It is important to find ways to enhance
efficacy for teachers who are less
experienced and who occupy lower status
Flip chart
Explain The Emotionalintelligence and teacher self efficacy
Describe the teachers self efficacy?
AnswersAble to answer the teachers self efficacy
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positions in a school's hierarchy. This
provides support for developing training
programs to teach the skills associated
with emotional intelligence for the purpose
of enhancing teachers' sense of efficacy,
particularly focused on improving the
skills of less experienced teachers and
those in lower status positions,
7. Discuss the implications for learners
2 min.
The implications for learners:
Emotional intelligence can be thought of as
a set of skills that help learners to be
successful in school, at work and in
relationships. As a consequence of this,
Flip chart
Explains the implications for learners
What are the
Listens
Answers Able to answer correctly
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they are more likely have robust self-
esteem and be better placed to cope with
disappointments and setbacks.
To become effective learners, young people
need to develop a strong sense of self-
worth and confidence in their
abilities. They need to learn to take
responsibility for their own learning and
performance, and demonstrate persistence
and resilience in the face of obstacles or
setbacks.
They must also be able to manage their
emotions and help others to do the same. It
implications for teacher?
.
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is less to do with controlling emotions and
more to do with recognizing and
understanding the effects of these
emotional states and developing coping
strategies. Young people must also come to
understand that negative feelings can be
valuable since they provide personal
insights into thoughts, feelings and
motivation to learn.
. 8. Discuss
the implications for schools
2 min.
The implications for schools and teachers:
The foundations for emotional intelligence,
self-esteem, happiness and success in life
Flip chart
Explains the implications for schools
Listensclarifies
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and teachers are laid in childhood and adolescence.
Schools and teachers can play a significant
part in helping young people to establish
these foundations for themselves.
Many proponents of emotional literacy
believe that schools must set time aside
specifically to teach young people
strategies for managing their emotional
states and developing empathy with
others. Others argue, however, that this
should not be treated as a separate area of
the curriculum, rather developing emotional
literacy ought to be a core part of every
and teachers
What are the implications for schools and teachers?
Answers
Able to answer correctly
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teacher’s work with young people.
Whichever approach prevails, schools must
establish classroom environments that
enable teachers and learners to discuss and
share their feelings, beliefs and values
openly and honestly.
9. Explain how to Make schools more emotionally positive and
5 min.
Making schools more emotionally positive
and supportive workplaces.
A four-point plan for making schools more
emotionally positive and supportive
workplaces. He proposes that schools should
Flip chart
Listensclarifies
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supportive workplaces
seek to:
scale down the number of contacts
between teachers and pupils, between
pupils and pupils and between teachers
and teachers
develop structures that strengthen the
emotional bonds between teachers and
learners
develop genuinely collaborative
structures and ways of working that
help teachers to work with and in
front of their peers, without feeling
that they are being judged
Listens
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Explains about theSubject
Encourage teachers to use their
emotions in their teaching.
Many schools also advocate the
teaching of positive strategies in order
to promote optimism and positive
thinking, and to create resilient and
confident learners. Teachers can support
this approach by creating classroom
climates that promote optimism and by
using language rich with optimism
Listens
Listens
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that make up IQ & EQ
Subject thatmake up IQ
Subject that make up E.Q.
Mathematics
English
Foreign Languages
Science
History
Geography
ICT
Self-Awareness
Self-Responsibility
Self-Control
Assertiveness
The empathy skills of ActiveListening
How to accept others
How to develop friendships
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Business studies
Drama
Domestic science
How to say 'NO'
How to develop a caring attitude
How to make decisions
Dealing with cheating
Dealing with stealing
Dealing with Addiction 10 Explains
a structured way to teach E.Q.
3 min.
A STRUCTURED WAY TO TEACH ABOVE SUBJECTS:-
Compare the teaching of Mathematics with
Self-Awareness: in Mathematics we start
with simple addition and subtraction and
then progress to Calculus over the period
of a student's school life - no incremental
Flip chart
Can you Explains a structured way to teach E.Q.?
Answers:
Able to answer correctly
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approach is given to self awareness.
The Life Science Curriculum trains teachers
how to teach these specific life skills in
a curriculum format. It is an approach that
works: children only get one chance and it
is up to us to help them make the best of
it!
Tips to increase emotional intelligence:
Go to the gym, take an exercise class
or participate in activities that
reduce your stress level.
Take up a new hobby or sport that
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involves interacting with other
people.
Take a class at your local community
college.
Join a support group.
See a counselor to help you deal with
your emotions.
Take an anger management course.
Enroll in a communication skills
course.
Read books about emotional
intelligence and social skills.
Do emotional intelligence workbooks.
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Ask your friends and family to help you
recognize the things about yourself that
may need correcting.11 Explains
the benefits of teaching E.Q.
2 min.
Teaching these specific skills will have
the following benefits for a school:
Low-level behavior dramatically
reduced
Students apply these skill every
single day
Parents notice a difference in their
child's behavior at home
Academic Performance improvement of
30% can be expected
Teachers find getting and keeping
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Explains benefits of teaching E.Q?
Listensclarifies
Able to answer correctly
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their students on task very much
easier
Absenteeism through feigned illness is
reduced thus improving attendance
High-level parental involvement in the
school due their close participation
in the curriculum
More caring and happy school results
from the introduction of the
curriculum
Lower levels of extreme behaviors
occur
The life Science Curriculum is
available for the following groups in their
Explains the importance of exercisesand
Listensclarifies
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own specific format:
Playgroups (Years 1—5)
Primary School(Years 5—11)
Secondary Schools and Colleges
alcohol control?
Explain the EmotionalIntelligence Assessment Tools
2 min.
Emotional Intelligence Assessment Tools
More than any other indices designed to
predict performance, measures of emotional
intelligence are showing real payoff-power
when it comes to workplace success. Several
emotional intelligence assessment tools
have been used successfully in
organizational selection and development
initiatives worldwide. Dr. Larry Richard,
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Explain the EmotionalIntelligence Assessment Tools?
Listensclarifies
Able to answer correctly
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VP at Hildebrandt International, recommends
using only a test “that has been
constructed through a scientific
methodology, on which the publisher has
validity and reliability statistics, and
that has been tested and developed on a
representative cross-section of the
population.” Development of these
instruments, following scientific
methodology, ensures that they assess
emotional intelligence in a dependable and
consistent manner. Without this careful
attention to development, obtained scores
could not be compared to a yardstick and
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would merely be numbers, providing no
useful information.2 min.
CONCLUTION:
The foundations for emotional
intelligence, self-esteem, happiness and
success in life are laid in childhood and
adolescence. Schools and teachers can play
a significant part in helping young people
to establish these foundations for
themselves.
Many proponents of emotional literacy
believe that schools must set time aside
specifically to teach young people
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strategies for managing their emotional
states and developing empathy with
others. Others argue, however, that this
should not be treated as a separate area of
the curriculum, rather developing emotional
literacy ought to be a core part of every
teacher’s work with young people.
LIST OF REFERENCES:-
1. L. Dodge fernald, Peter S. fermnald. Introduction to Psychology. 5th Edition.
Publisher; A.I.T.B.S. Publisher and company. 2001. p. 329-34
175
2. Lajoie, D. (2002, autumn). The emotional intelligence explosion. Moving business
forward. December 16, 2002 from http://www.guelphchamber.com
3. Thorndike, E.L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227-
235.
4. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New
York: BasicBooks
5. Cherniss, C., & Goleman, D. (2001). An EI-based theory of performance: From the
book The Emotionally Intelligent Workplace. October 25, 2002, from
http://www.eiconsortium.org
6. Palmer, Benjamin R.; Manocha, Ramesh; Gignac, Gilles E.; Stough, Co Personality
and individual differences, Vol. 35, no. 5 (Oct. 2003), pp. 1191-1210,2003. from
http://www.researchbank.swinburne.edu.au
7. Journal of Clinical Activities, Assignments & Handouts in Psychotherapy Practice:
Innovations in Resources for Treatment and Intervention
8. Volume: 2 Issue: 1 ISSN: 1532-3285 Pub Date: 1/1/2002. from
http://www.haworthpress.com
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9. Ms. Tatsanee Doungdee, Educational Psychology and Guidance, Teaching Education,
Volume 16, Issue 1 March 2005 , pages 72-74 from.
http://www.eduweb.vic.gov.au/hrweb/careers/default.htm
10. Petri nokelainen, university of tampere, finland pekka ruohotie, paper # 501,
university of tampere, finland kirsi tirri, university of helsinki, finland
11. overview of contents. From http://www.grad.cmu.ac.th/abstract/2000/edu/edu04.html
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