Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members
Author(s) / Creator(s)
Jha, Ajeya
Singh, Indoo
Abstract / Description
Studies have revealed that emotional intelligence (EI) influences an individual's job performance in terms of organizational commitment and job satisfaction. But prior studies were limited mostly to the corporate sector. Therefore the present study was conducted to understand the correlation between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students (Saipanish, 2003; Foster & Spencer, 2003; Schneider, 2007; Ray and Joseph, 2010). A total of 250 faculty members from three medical and four private engineering colleges of Uttar Pradesh, India, participated in the study. Emotional intelligence scale (EIS, 2007), Teacher Effectiveness Scale (TES, 2010) and Teacher Rating Scale (TRS, 2003) were administered to measure the emotional intelligence, self-reported teacher effectiveness and student rated teacher effectiveness of the faculty members respectively. All materials used in the study are constructed and standardized on Indian population. The study revealed a positive correlation between EI and teacher effectiveness, both self-reported and students rated. Among ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of teacher effectiveness. Gender differences on the scores of EI and Teacher Effectiveness was insignificant. The EI and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students’ rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed.
Keyword(s)
emotional intelligence teacher effectiveness faculty members private medical and engineering collegesPersistent Identifier
Date of first publication
2012-11-30
Journal title
Europe's Journal of Psychology
Volume
8
Issue
4
Page numbers
667–685
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Jha, A., & Singh, I. (2012). Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members. Europe's Journal of Psychology, 8(4), 667–685. https://doi.org/10.5964/ejop.v8i4.483
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Author(s) / Creator(s)Jha, Ajeya
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Author(s) / Creator(s)Singh, Indoo
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PsychArchives acquisition timestamp2018-11-21T10:00:46Z
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Made available on2018-11-21T10:00:46Z
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Date of first publication2012-11-30
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Abstract / DescriptionStudies have revealed that emotional intelligence (EI) influences an individual's job performance in terms of organizational commitment and job satisfaction. But prior studies were limited mostly to the corporate sector. Therefore the present study was conducted to understand the correlation between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students (Saipanish, 2003; Foster & Spencer, 2003; Schneider, 2007; Ray and Joseph, 2010). A total of 250 faculty members from three medical and four private engineering colleges of Uttar Pradesh, India, participated in the study. Emotional intelligence scale (EIS, 2007), Teacher Effectiveness Scale (TES, 2010) and Teacher Rating Scale (TRS, 2003) were administered to measure the emotional intelligence, self-reported teacher effectiveness and student rated teacher effectiveness of the faculty members respectively. All materials used in the study are constructed and standardized on Indian population. The study revealed a positive correlation between EI and teacher effectiveness, both self-reported and students rated. Among ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of teacher effectiveness. Gender differences on the scores of EI and Teacher Effectiveness was insignificant. The EI and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students’ rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationJha, A., & Singh, I. (2012). Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members. Europe's Journal of Psychology, 8(4), 667–685. https://doi.org/10.5964/ejop.v8i4.483
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1158
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1350
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v8i4.483
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Keyword(s)emotional intelligenceen_US
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Keyword(s)teacher effectivenessen_US
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Keyword(s)faculty membersen_US
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Keyword(s)private medical and engineering collegesen_US
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Dewey Decimal Classification number(s)150
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TitleTeacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Membersen_US
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DRO typearticle
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Issue4
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Journal titleEurope's Journal of Psychology
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Page numbers667–685
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Volume8
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Visible tag(s)Version of Record