2017, VOL. 3 ISSUE 3, PART E
Education is the most effective instrument to meet the challenges of a nation and teachers are the pillars of the education system. While imparting education emotions of teachers play a vital role. Some research indicates that the non cognisant effort of teachers in utilising emotional intelligence in the classroom may lead to serious diminishment in the significance not only of the knowledge of the subject but also learning and teaching techniques applied by the teachers.
The present study was aimed at providing an emotional intelligence intervention program to randomly selected secondary school teachers in Bangalore city. Experimental research design was used in the present study. BarOn’s emotional quotient inventory (1999) was administered to both the experimental (N=45) and control group (N=45) before and after the intervention program. The statistical analysis and results of the study revealed that there was a strongly significant differences in the pre and post test scores among the experimental group respondents and significant differences between experimental and control group in the overall emotional quotient, intrapersonal, adaptability and stress management dimensions of the respondents with experimental group respondents scoring highest scores. The study concluded that, intervention programme was very effective in enhancing the emotional intelligence of the experimental group respondents.