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

social system including perception, judgment, action,

reaction, interaction and transaction.

18

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.

21

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.

23

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

Fig No. 3: Bar Diagram showing Area wise post test knowledge level .

68

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 –I

109

LETTER REQUESTING PERMISSION TO CONDUCT THERESEARCH STUDY

110

111

112

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

124

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%

134

Total 28 28 100%

Total: 100%

ANNEXURE –VII

A STRUCTURED TEACHING PROGRAMME

135

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.

137

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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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Sl.No

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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.

140

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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:

141

Sl.No

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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

142

Sl.No

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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

145

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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.

147

Sl.No

SpecificObjective

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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

.

149

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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

151

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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

152

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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

153

Sl.No

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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

155

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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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Sl.No

SpecificObjective

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Time Content AV aids Teaching

activity

Learning

activity

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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

168

Sl.No

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activity

Learning

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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.

169

Sl.No

SpecificObjective

s

Time Content AV aids Teaching

activity

Learning

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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

Black board

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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Sl.No

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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,

Black board

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

Black board

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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

176

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

177

ANNEXURE -VIII

178

ANNEXURE –IX

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180