The effect of teachers emotional intelligence on students emotional intelligence and achievement
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Date
2013
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UMT.Lahore
Abstract
The study examined effect of emotional intelligence of the teachers on the student’s emotional intelligence and achievement. The role of teacher s’ emotional intelligence in the success of student’s achievement plays an important part. The purpose of this study was to investigate the effects of the emotional intelligence on the achievements of students. The researcher adopted survey method to collect the data. A sample consisted of 300 students of higher secondary school participated in it. They were divided into two categories of the institutes, 172 were from the government schools and 126 from the private sector, including 206 male students and 94 female students. The population was taken from eight higher secondary schools from Lahore. Their age range was 15–16 years and mean score was 15.5. In order to measure emotional intelligence two reliable and valid instruments were used to access the emotional intelligence of the teachers and the emotional intelligence of the students. Initially the students filled the demographic data form and then they themselves filled EQ-test forms. Finally their academic achievement was upraised on the basis of their recent final exam results.
The scores of EQ-I questionnaire of the students were statistically evaluated by Pearson Product Movement Correlation and regression analysis. The t-Test was applied to the academic results of the students (to observe the difference between higher and lower groups) and further to see the gender difference in academic achievement. The research revealed that age and experiences were slightly linked with emotional intelligence. It also proved that emotional intelligence is directly associated with the achievement of students. There is no doubt that teacher emotional intelligence has positive effects on the student’s emotional intelligence. It significantly proved that the students who scored high on emotional intelligence specifically in the areas of interpersonal skills, intrapersonal skills, general moods and adaptability tend to have a good academic performance as compared to those who scored low on these skills.