EMOTIONAL INTELLIGENCE OF SECONDARY SCHOOL TEACHERS WITH RESPECT TO THEIR GENDER, TYPES OF SCHOOL AND TEACHING EXPERIENCES

Abstract

Emotional intelligence (EI) refers to the ability to recognize, understand, manage, and influence one's own emotions as well as the emotions of others. For secondary school teachers, EI is particularly significant as it affects their interactions with students, colleagues, and the broader school environment. Teachers with high emotional intelligence can foster positive classroom atmospheres, handle stress effectively, manage classroom dynamics, and build strong relationships with students, which ultimately enhances learning outcomes. The purpose of this study is to examine the difference in the level of Emotional Intelligence of senior secondary teachers with respect to their gender, kind of school, and years of teaching experience. For the study, a descriptive research design was adopted and for sampling, purposive random sampling was used to select 113 secondary school teachers of secondary schools in Patna district.

The findings revealed no significant difference in emotional intelligence based on gender and types of school. Additionally, there exists a significant difference between the level of Emotional intelligence of secondary school teacher’s with respect to their teaching experiences. Teachers with less experience had higher levels of emotional intelligence than those with more years of teaching experience in the classroom, which facilitated student engagement and classroom management.

The study highlights the importance of fostering emotional intelligence in teachers through professional development programs, as higher Emotional intelligence can enhance their effectiveness and resilience in the classroom. These findings suggest that tailored training that considers gender dynamics, school type, and experience levels could further strengthen teachers' emotional capabilities and improve educational outcomes.