Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience

Amit Kauts [1] , Vijay Kumar Chechi [2]

372 503

Present study aims at studying the influence of the emotional intelligence, age and qualification on the teacher effectiveness of the teachers. The study population included secondary schools teachers working in Jalandhar and Ludhiana districts of Punjab, India. Using a multi-stage random sampling method, a sample volume of 739 teachers was determined. Two main instruments were used to measure the study variables: a 80-item questionnaire by C R Darolia on emotional intelligence (five scales: Self-awareness, Motivating Oneself, Managing Emotions, Empathy and Handling Relations, and a 60item Teacher Effectiveness Scale by Kumar and Mutha, 1985. The frequency, mean and standard deviation values were calculated and a 3 way ANOVA analysis was performed to evaluate the statistical significance of the findings. The study results revealed that: (a) Differences in teacher effectiveness of groups of teachers’ based on school type i.e. government and private secondary schools, are not significant. (b) Teachers with low emotional intelligence are less effective in teaching than teachers with high emotional intelligence. c) More experienced teachers are found to be more effective than less experienced teachers. Thus, it can be concluded that emotional intelligence and teaching experience matters in making of a teacher to be effective
Emotional intelligence, teacher effectiveness, age, qualification and school type
  • intelligence are less effective in teaching than teachers with high emotional intelligence. Similar
  • to the finding, different studies conducted by Cirarrochi, Chan and Caputi (2000); Sutton and
  • Whitely (2003) and Kauts and Saroj (2010) concluded that emotional intelligence is a key factor
  • in the success in teaching and to become more effective, one needs to be more emotionally
  • intelligent. Also, teacher effectiveness of less and more experienced secondary school teachers is
  • found significant. More experienced teachers are found to be more effective than less experienced
  • teachers. Similar results were reported by Kane et al (2006); Rivkin et al. (2005); Decker, et al.
  • (2004); Ling (2008) and Basiron (1999) which states that with experience teachers become more
  • effective in dealing with different types of teacher responsibilities.
  • Thus, it can be concluded that emotional intelligence and teaching experience matters in making
  • of a teacher to be effective. Thus the emotional intelligence training which does not have any place
  • in the training of pre service and in service trainings shall be made the part of orientation and
  • refresher courses. The researches have proved that emotional intelligence can be developed. For
  • the fresh recruitments the testing of emotional intelligence can be included alongwith the
  • certification. Similarly, the teaching experience makes a point for the administrators that more
  • challenging and difficult tasks & responsibilities shall be given to more experienced teachers. Both
  • the findings are very important for policy makers and administrators at the grassroot level of school
  • functioning and upright at the recruitment policy by planners.
  • Salamuddin, N., Harun, M. T. & Abdullah, N. A. D. (2011). Teachers’ Competency in School Extra-Curricular Management, World Applied Sciences Journal, 15 (Innovation and Pedagogy for Lifelong Learning), 49-55.
  • Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: A multi method analysis of English infant schools. American Educational Research Journal, 39 (1). 101-32. EJ649893.
  • Carnegie Forum on Education and the Economy. (1986). A Nation Prepared: Teachers for the 21st Century. New York: Carnegie Forum.
  • Caruso, D., Mayer, J. D., & Salovey, P. (2002). Relation of an ability measure of emotional intelligence to personality. Journal of Personality Assessment, 79, 306-320.
  • Chan, D. W. (2008). Emotional intelligence, self-efficacy, and coping among chinese prospective and in-service teachers in Hong Kong (EJ799375). Educational Psychology, 28 (4). 397-408.
  • Clotfelter, C. T., Ladd, H. F. & Vigdor, J. L. (2007b). Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects (CALDER Working Paper 11). Washington, DC: The Urban Institute.
  • Clotfelter, C. T., Ladd, H. F. & Vigdor, J. L. (2007a). How and Why Do Teacher Credentials Matter for Student Achievement? (CALDER Working Paper 2). Washington, DC: The Urban Institute.
  • Conley, S. & Cooper, B. (1991). The School as a Work Environment: Implications for Reform. Boston: Allyn and Bacon.
  • Cross, C. T., & Rigden, D. W. (2002). Improving teacher quality. American School Board Journal, 189 (4). 24-272. http://eric.ed.gov/?id=EJ642952.
  • Darling-Hammond, L. (1984). Beyond the Commission Reports: The Coming Crisis in Teaching. Santa Monica, CA: Rand Corporation.
  • Darling-Hammond, L. (1995). The Current Status of Teaching and Teacher Development in the United States. Paper prepared for the National Commission on Teaching and America’s Future.
  • Decker, P. T., Mayer, D. P., & Glazerman, S. (2004). The effects of Teach For America on students: Findings from a national evaluation. Washington, DC: Mathematica. Retrieved from http://www.teachforamerica.org/documents/mathematica.results_6.9.04.pdf.
  • Harris, D. N. & Sass, T. R.. 2007. Teacher Training, Teacher Quality, and Student Achievement (CALDER Working Paper 3). Washington, DC: The Urban Institute.
  • Holmes Group. (1986). Tomorrow’s Teachers. East Lansing, MI: Holmes Group.
  • Kalita, A. (2012). A study on managing effectiveness of secondary school teachers in Guwahati city, India. The Clarion, 1 (2), 238-241.
  • Kane, T. J., Rockoff, J. E. & Staiger, D. O. (2006). What Does Certification Tell Us about Teacher Effectiveness? Evidence from New York City (Working Paper 12155). Cambridge, MA: National Bureau of Economic Research.
  • Kauts, A., & Saroj, R (2010). Study of teacher effectiveness and occupational stress in relation to emotional intelligence among teachers at secondary stage. Journal of History and Social Sciences, 1(1). Retrieved from http://jhss.org/archivearticleview.php?artid=85.
  • Ladd, H. F. (Eds.). (2008). Proceedings from second annual CALDER research conference’ 2008: The Ins and Outs of Value-Added Measures in Education: What Research Says. Washington, D.C.: The Urban Institute. Retrieved from http://www. caldercenter.org/upload/Sunny_Ladd_presentation.pdf.
  • Manu, V. & Yellappa, P. (2013). Teaching effectiveness of secondary school teachers in relation to their teaching aptitude. Research Analysis and Evaluation (International Referred Research Journal), April-May (Combined), 4 (43-44).
  • Mayer, J. D., Salovey, P., & Caruso, D. (2004b). Emotional intelligence: Theory, findings and implications. Psychological Inquiry, 15(3), 197-215.
  • National Council of Educational Research and Training. (1970). Education and National Development (Report of the Education Commission, 1964-66, Vol 3: Higher Education). New Delhi: NCERT.http://www.teindia.nic.in/files/reports/ccr/kc. pdf
  • Onderi, H. & Croll, P. (2009). Teacher self-perceptions of effectiveness: a study in a district of Kenya. Educational Research, 51 (1), 97-107. http://web.ebscohost.com (37195163).
  • Reynolds, A., Reagin, M., & Reinshuttle, K. (2001). Less is more: What teachers say about decreasing class size and increasing learning. American School Board Journal, 188 (9), 30- 32. http://eric.ed.gov/?id=EJ632483.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
  • Rosenholtz, S. (1989). Teacher’s Workplace: The Social Organization of Schools. New York: Longman.
  • Sergiovanni, T.J. & Moore, J. (1989). Schooling for Tomorrow. Boston: Allyn and Bacon.
  • Singh, P. R. (2012). Study of Effectiveness of Secondary School Teachers. Shodh, Samiksha Aur Mulyankan (International Referred Research Journal), 4 (42).
  • Singh, Y. G. (2012). Teacher’s effectiveness in relation to Their some Variables. Shodh, Samiksha Aur Mulyankan (International Referred Research Journal), 3 (37).
  • Sutton, R. E & Whitely, K.F. (2003). Teachers Emotions and Teaching: a Review of the Literature and Directions for Future Research. Educational Psychology Review, 5 (4), 327-358.
  • Talbert, J. & McLaughlin, M. (1993). Teacher Professionalism in Local School Contexts. American Journal of Education, 102, 123–153.
  • Weis, L., Altbach, P., Kelly, G., Petrie, H., & Slaughter, S. (1989). Crisis in Teaching. Albany, NY: State University of New York Press.
Birincil Dil en
Konular
Dergi Bölümü Articles
Yazarlar

Yazar: Amit Kauts

Yazar: Vijay Kumar Chechi

Bibtex @ { ajesi18765, journal = {Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi}, issn = {2146-4014}, address = {Anadolu Üniversitesi}, year = {2015}, volume = {4}, pages = {63 - }, doi = {10.18039/ajesi.08411}, title = {Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience}, key = {cite}, author = {Chechi, Vijay Kumar and Kauts, Amit} }
APA Kauts, A , Chechi, V . (2015). Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4 (2), . DOI: 10.18039/ajesi.08411
MLA Kauts, A , Chechi, V . "Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience". Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 4 (2015): <http://dergipark.gov.tr/ajesi/issue/1531/18765>
Chicago Kauts, A , Chechi, V . "Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience". Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 4 (2015):
RIS TY - JOUR T1 - Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience AU - Amit Kauts , Vijay Kumar Chechi Y1 - 2015 PY - 2015 N1 - doi: 10.18039/ajesi.08411 DO - 10.18039/ajesi.08411 T2 - Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi JF - Journal JO - JOR SP - 63 EP - VL - 4 IS - 2 SN - 2146-4014- M3 - doi: 10.18039/ajesi.08411 UR - http://dx.doi.org/10.18039/ajesi.08411 Y2 - 2019 ER -
EndNote %0 Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience %A Amit Kauts , Vijay Kumar Chechi %T Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience %D 2015 %J Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi %P 2146-4014- %V 4 %N 2 %R doi: 10.18039/ajesi.08411 %U 10.18039/ajesi.08411
ISNAD Kauts, Amit , Chechi, Vijay Kumar . "Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience". Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 4 / 2 (Nisan 2015): 63-. http://dx.doi.org/10.18039/ajesi.08411