EMOTIONAL INTELLIGENCE AS A TOOL FOR INNOVATIVE TEACHING

RESEARCH PAPERS EMOTIONAL INTELLIGENCE AS A TOOL FOR INNOVATIVE TEACHING By V.P. JOSHITH Assistant Professor, N.S.S. Training College, Ottapalam- Palakkad, Kerala. ABSTRACT Interest in Emotional Intelligence can, in part, be gauged by the amount of research activity it has stimulated since first making an appearance in the psychological literature about 20 years ago. Everyone can profit from enhancing his or her emotional intelligence, because this important construct has a positive impact on human performance, leading to personal effectiveness and eventually to overall well-being. Conventionally, a teacher brings two things to the classroom that are of value to the learners, one is expertise in the subject and the other is knowledge of teaching - learning methods. Emotional Intelligence is the unrecognized third component what a teacher possess and also delivers to her learners indirectly. From the last two decades educational professionals understood the importance of feelings in the overall development of their pupils and in their own daily tasks. Teachers are aware of the role played by emotions in their daily effort. Emotions and skills for coping with them affect learning processes, mental and physical health, the quality of social relationships and academic and work performance (Brackett & Caruso, 2007). Teaching is considered to be one of the most stressful occupations, especially because it involves daily work based on social interactions where the teacher must make great effort to regulate not only his or her own emotions, but also those of students, parents, colleagues etc., (Brotheridge & Grandey, 2002). As emotional intelligence is playing vital role in teaching the present study is attempted to adopt emotional intelligence based teaching strategies to enhance emotional intelligence which in turn influence teaching competence. The objective of this study is to develop knowledge among student teachers about their strengths and development of opportunities related to the emotional intelligence competencies. In the present study the researcher identified Self awareness, Managing Emotions, Motivating Oneself, Empathy and Handling Relationship (Goleman 1998) from the different models proposed by Bar-On, Goleman & Boyatzis, Mayor, Salovey & Caruso, Orioli & Cooper. The investigator developed an emotional intelligence package with activities for each component. Pre – Post Two group experimental design was adopted in study with a sample of 25 each in experimental and control group. The result showed that the emotional intelligence package was successful as it evinced an increased Emotional intelligence on the sample. Further, the study revealed that the student teachers are able to understand their innate potentials and the ability to tackle stressful situations. They also expressed their emotions openly and also read the minds of colleagues. The present study is a lime light for the student teachers to prepare them in a holistic approach to uphold their emotional intelligence and promote better emotional intelligence among their students by designing their classroom activities in a more refined manner. Keywords: Emotional Intelligence, Teaching Competency, Self Awareness, Managing Emotions, Motivating Oneself, Empathy and Handling Relationship. INTRODUCTION reasoning. Skills such as analytic reasoning or technical Emotions play a quite significant role in guiding and expertise or problem solving are purely cognitive whereas, directing our behavior. Emotions have traditionally been combination of thought and feelings are termed as identified as a category different from cognition or emotional. Such combination of cognitive (thought), 54 i-manager’s Journal on Educational Psychology, Vol. 5 l No. 4 l February - April 2012 RESEARCH PAPERS affective (emotion) and conative (motivation) domains classroom. One is expertise in the subject and the other is opens a new area of intelligence called Emotional knowledge of learning and teaching methods – a Intelligence. teacher's pedagogy, such as how to structure the content Emotional Intelligence evolved along with humankind. It is being presented, how to encourage participation by as old as time. It is not a fad or a trend, nor is it new as many learners, use of materials and so on. Emotional people believe. It seems novel only because it was intelligence is the unrecognized third component of what shuffled aside by the twentieth century fixation on a teacher and also delivers to her learners indirectly. scientific data and rationalism at any cost. The social From the last two decades educational professionals sciences are only catching up and becoming understood the importance of feelings in the overall acceptable. Interest in Emotional Intelligence can, in development of their pupils and in their own daily tasks. part, be gauged by the amount of research activity it has Teachers are aware of the role played by emotions in their stimulated since first making an appearance in the daily effort. Emotions and skills for coping with them affect psychological literature about 20 years ago. Everyone learning processes, mental and physical health, the can profit from enhancing his or her emotional quality of social relationships and academic and work intelligence, because this important construct has a performance (Brackett & Caruso, 2007). Teaching is positive impact on human performance, leading to considered to be one of the most stressful occupations, personal effectiveness and eventually to overall well- especially because it involves daily work based on social being. interactions where the teacher must make great effort to Emotional intelligence in Education probably depend at regulate not only his or her own emotions, but also those of least as much on the way teachers publically respond to students, parents, colleagues etc., (Brotheridge & their own shifting moods and stresses, the way they deal Grandey, 2002). with the learners in the classroom. Teachers are the most The current lack of recognition of the importance of important piece of education system. They have to use emotional intelligence for teachers is reflected in teacher social and emotional abilities as the result of their duty and training courses at all levels. It is time to recognize the social statute. According to Guy Claxton 'Learning itself is central role that emotions play in learning and to ensure an intrinsically emotional business' (Claxton 1999). The that emotional intelligence is a part of every teacher's process of learning in any context can involve struggle, professional development. Emotional intelligence helps frustration, thrill or excitement. In the public and formal the prospective teachers to be professionally competent context of the classroom, with all of the dynamics to manage tomorrow's turbulent classrooms. Nurturing between teacher and learner and between learners, and emotional intelligence creates not only higher with the perception that there is the prospect of success or achievement in individuals, but also increased on-task failure, the potential for strong feelings is heightened. It behaviours and reduction in discipline problems, without follows that if the job of a teacher is to help their learners to EQ, IQ remains a potential. learn, a teacher needs to be able to recognize the Need for the Study emotional dimension of learning and to work with it, teachers need to use their emotional intelligence. However, many teachers fail to recognize the role of emotional intelligence in their work. There are teachers who were very competent in their teaching skills, but who simply did not pay attention to their emotional dimensions fail in their professional life. Education has a crucial role to play in enlarging and enlightening the mind to enable the individual to be effective and successful professionally and personally in life. The complexity of contemporary life confronts an individual with many critical crises. So it often becomes for an individual to cope up with the problems of life, here the concept of emotional intelligence plays a significant Conventionally, a teacher brings two things to the i-manager’s Journal on Educational Psychology, Vol. 5 l No. 4 l February - April 2012 55 RESEARCH PAPERS role. Building ones EI has a lifelong impact, EQ helps us to EI and just suggest some of the ways for improving the understand how and why we react and respond to certain emotional intelligence but no such device show a events in the organization, it also helps us to appreciate practical approach for improving the emotional that our daily encounters are shaped not just by rational intelligence in the real settings. The Emotional Intelligence judgment and our personal history but are largely Based Instructional Package (EIBIP) was a creative influenced by our perceptions and expectations . initiative on this area to enhance the emotional The Primary function of teachers is imparting academic intelligence of teachers and prospective teachers with skills and it is a fact beyond doubt. real situation based strategies and hands on practices as But most of the researchers have been concerned with identifying they can really shape the classroom practices for better certain other functions, which are responsible for development of the individual individual difference among teachers in realm of Emotional Intelligence Based Instructional Package scholastic accomplishment. (EIBIP) Apart from the intellectual capacities factors like social and emotional intelligence Emotional Intelligence Based Instructional Package is an have been considered important for a teacher to perform interactive instructional package developed for effectively in the school. enhancing the emotional intelligence of teachers and There are two main theoretical approaches for assessing prospective teachers exclusively. The package has got emotional intelligence. The first approach is known as the sound theoretical base as it peep into the theories of Bar- mixed-model framework, which generally comprises self- On, Mayer & Salovey and Daniel Goleman extensively report instruments that measure a combination of and the practical model developed by Marcia Hughes, cognitive, personality and affective attributes. The Bonita Patterson and J.B.Terrel for enhancing emotional second approach is known as the ability model intelligence in training and coaching activities for leaders framework, which views EI as a traditional intelligence and and managers. is comprised of a set of skills that combines emotions with Can we Enhance Emotional Intelligence? cognition (Mayer, Salovey, & Caruso, 2008). However the measuring devices discussed above are mainly concentrating on assessing emotional intelligence of the individuals as how they respond in particular situations and what will be their attitude or dispositions towards certain personal and professional circumstances. All these measures will give a consolidated measure of one's The real fact is that emotional intelligence can be nurtured, developed and augmented. It is not a trait that we either have or don't have. We can increase our emotional intelligence at any time in our life as we learn and practice the skills that makeup the concept of emotional intelligence. People can be taught to become more emotionally intelligent which enables them to become more successful in life. Teachers can instill in learners the ability to be emotionally self aware, insightful regarding the motivation of others, more able to cope with emotional dilemmas in life, more empathetic Self Recognition Self Self Respect Conflict Management Stress Self Emotional Awareness Adaptability Emotional Management Collaboration & cooperation Self Leveraging Diversity Building Optimism Developing Others Interpersonal Relationship Service Orientation Social awareness Initiative Achievement Drive Emotional Intelligence Based Instructional Package (EIBIP) 56 towards their peers, more socially adept, able to solve problems and resolve conflict. Teachers can teach emotional intelligence by their being, by how they handle difficult situations and how they tune into the social dynamics between the learners lives. A competent teacher should be a successful leader for guiding the young minds for a creative and competent i-manager’s Journal on Educational Psychology, Vol. 5 l No. 4 l February - April 2012 RESEARCH PAPERS personal and professional life. Greater the academic and finally what data you want to get from them in the responsibility and leadership task, the more important our form of bunch of questions as Task Card. Modular emotional intelligence competencies. approach was adopted for conducting the activity or The critical analysis of the important emotional executing the task. intelligence models and measures realized that all these Objectives of the Study measures pursue in evaluating different aspects of The objectives of the study are as follows emotional intelligence are constructed based on the behavioral outcomes of the western people. When considering the people of India, who are not much outburst in their behaviors, keep inferior nature while dealing with elders & teachers and those with indigenous nature & having low or average income feel worried to respond truly before rich people. To assess the emotional intelligence of these group/individuals is a big challenge. Moreover, there are many Indian made emotional l To study the effect of Emotional Intelligence Based Instructional Package on emotional intelligence by taking pre-emotional intelligence as covariate. l To study the relationship between Emotional Intelligence and Teaching Competency of Prospective teachers. Hypothesis of the Study The hypotheses set for the study are as follows intelligence tests, which only measures the emotional l There intelligence of the people but does not give any specific Based Instructional Package on Emotional Intelligence by idea for improving the emotional intelligence of a group. taking Pre-Emotional Intelligence as covariate. Emotional Intelligence Based Instructional Package (EIBIP) l There specifically for teachers/prospective teachers was an Intelligence and Teaching Competency of Prospective innovative package for enhancing emotional teachers. intelligence by taking the scientific background of the Methodology concepts from Mayor and Salovey emotional intelligence Method components. The package was developed by concentrating the five dimensions of Goleman like Self awareness, managing emotions, motivating oneself, empathy and handling relationship. Four components for each of the five dimensions were identified as one precedes the other and finally the Emotional Intelligence Package is developed by considering all the above components in detail. The package provides sufficient activities to promote or to develop the components specified above. The package is organized in the following way. First it describes the purpose of the task to undergo as Objective, then what to do in each and every task as Thumbnail, then the expected outcome of the work that we do as Outcome, on what sample we are adopting this is a significant effect of Emotional Intelligence is a significant relationship between Emotional Experimental method was adopted for the study. The experimental design used in this study was Pre-test – Posttest equivalent group design. Sample The study was conducted on a sample of 50 prospective teachers (B.Ed students) from N.S.S.Training College, Ottapalam. The sample was matched with respect to gender and both the groups were matched with respect to pre-emotional intelligence. Care was taken to ensure that the sample selected were equivalent in many aspects like the subject they study and treatment they receive etc. For smooth conduct of the experiment and for practical reasons it was decided to select sample from the college ensuring equivalence in both groups. package as Audience, the materials needed for this Tool execution as Materials, the division of time to specific Standardized tools were used for assessing the emotional segments of the total task as Time Matrix, then detailed intelligence and teaching competency of prospective information about what they have to do as Instructions teachers. The tools used in the study are as follows i-manager’s Journal on Educational Psychology, Vol. 5 l No. 4 l February - April 2012 57 RESEARCH PAPERS l Emotional Intelligence Test for Prospective Teachers Objective 2 l Teaching Competency Inventory The objective was to study the relationship between l Proforma for assessing teaching competency emotional intelligence and teaching competency of the Experimental group before and after the treatment Analysis & Interpretation separately. The data were analyzed with the help of Objective 1 The objective was to study the effect of Emotional Intelligence Based Instructional Package (EIBIP) by considering pre-emotional intelligence as covariate. The data were analyzed with the help of One Way ANCOVA by considering pre-emotional intelligence as covariate. The results are given in Table 1. Table 1, it can be seen that the adjusted F-Value (MSSy.x of Treatment/error) is 12.08 (table value is 7.17) which is significant at 0.01 level with df= 1/47. It shows that the adjusted mean scores of emotional intelligence of experimental group and control group differ significantly. Further from Table 2 the adjusted mean scores of emotional intelligence of experimental group is 401.6 which is significantly higher than that of the control group whose adjusted mean score of emotional intelligence is 368.8. It may, therefore, be said that the Emotional Intelligence Based Instructional Package (EIBIP) could significantly enhance the emotional intelligence of the students when pre-emotional intelligence was considered as covariate. The results are in agreement with the observation made by Caruso & Salovey (2004), they told that if people were ask to solve emotional problems and when correction is made on their response some sort of emotional intelligence is developed for them. Sum of Squares (SSy.x) Mean Square of Variance ( MSSy.x) Source of Variance df Treatment 1 13353.42 13353.42 Error 47 51949.87 1105.32 Total 49 65303.29 Fy.x Product Moment Correlation and the results are given in Table 3. From Table 3, it can be seen that the correlation coefficients between emotional intelligence and teaching competency before and after the Treatment are 0.565 and 0.613 respectively which are significant at 0.01 level with df= 1/48. It reflects that both emotional intelligence and teaching competency were positively and significantly related to each other, both before as well as after the Treatment. Further the percentage of commonness between emotional intelligence and teaching competency before and after the treatment was found to be 31.92% and 37.58% respectively. It reflects that there was 5.66% change in the commonness shared between emotional intelligence and teaching competency after the treatment. The raise of the percentage of commonness shows the influence of the Emotional Intelligence Based instructional Package (EIBIP) on the experimental group with a greater significance at 0.01 level. The results are in good agreement with the results of the study done by Hwang, Fei-Fei,(2003) who says that the faculty members who performed superior in overall EI skills tended to achieve higher teaching effectiveness (r=0.744). Major Findings of the Study Remark 12.08** p<0.01 l The emotional intelligence based instructional package (EIBIP) could significantly enhance emotional intelligence of the prospective teachers when preemotional intelligence was considered as covariate. The ** Significant at 0.01 level Table 1. Summary of One Way ANCOVA of Emotional Intelligence by taking Pre-Emotional Intelligence as covariate Group Variable Adjusted Mean Scores of EI Standard Error Experimental Group 401.6 6.654 Control Group 368.8 6.654 Note: Pre Emotional Intelligence is 367.8 Table 3. Summary of Adjusted Mean Scores of Emotional Intelligence by taking Pre Emotional Intelligence as Covariate 58 % of % of Correlation Correlation Coefficient ( r) commonness Coefficient ( r) commonness 2 2 (After Treatment) (r x100) (Before Treatment) (r x100) Emotional Intelligence & Teaching Competency 0.565** 31.92 0.613** 37.58 ** Significant at 0.01 level Table 3. Correlation between Emotional Intelligence and Teaching Competencyof the Experimental group before and after the treatment separately i-manager’s Journal on Educational Psychology, Vol. 5 l No. 4 l February - April 2012 RESEARCH PAPERS F-Value is 12.08 (table value is 7.17) which is significant at Conclusion 0.01 level with df= 1/47. The adjusted mean scores of Emotional intelligence should be the deciding factor in all emotional intelligence of experimental group (401.6) and levels of educational judgement because “it is with the control group (368.8) differ significantly. heart that one sees rightly what is essential is invisible to the l When the extent of relationship was estimated eye” The study suggest that it is possible to develop the between emotional intelligence and teaching emotional intelligence of prospective teachers and also competency, both the variables were positively and shows a strong positive relationship between emotional significantly related to each other, both before (r = intelligence and teaching competency. Therefore the 0.565**) as well as after (r = 0.613**) the treatment. study has remarked the importance of enhancing social l The and emotional competencies in elementary, secondary increase in the percentage of commonness between emotional intelligence and teaching and higher secondary school system. competency shows the influence of the package (EIBIP). Reference Educational Implications [1]. Bar-On, R. (2006). The Bar-On model of emotional- The growing empirical link between emotional social intelligence (ESI). Psicothema, 18, supl., 13-25. intelligence and academic success showed that there [2]. Bar-On, R. (1997). Emotional quotient inventory: has been an increase in the programs and activities that Technical manual. Toronto: Multi- Health Systems. target the development of various emotional intelligence [3]. Borrich, G. & Fenton, K. (1997). The Appraisal of competencies within children and youth in elementary Teaching: Concepts, Process. 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