Transcript Emotional intelligence

ATTITUDE OF PROSPECTIVE TEACHERS
Dr. Aniruddha Chakraborty
Associate Professor
Rte act 2009 and education
RTE act 2009 envisages heterogeneous classrooms where
all students have equitable access to grade appropriate
and intellectually challenging curriculum, continuous and
comprehensive evaluation, productive interactions with
the teacher and equal status interactions with the peers.
In such a classroom students display their skills, talents
and understanding of the content.
So, there is a change in nature of
teaching profession
in respect to
contemporary era
Changing
pattern
of
teaching
profession effects on the attitude
towards teaching profession too
ATTITUDE
 An internal state of preparation for action - Herbert Spencer and Alexander
Bain .
An attitude as the net affective feeling of a stimulus rather than as bodily
orientation _ Thurston.
Thomas' concept of attitude afforded him the subjective factor with which,
together with the objective value, he sought to account for human social
behaviour.
Park used the attitude for a different purpose. He sought the ultimate social
forces within each individual which would account for all human behaviour. He
employed attitude as these ultimate units of analysis.
Dewey built his social psychological scheme for the analysis of human
behaviour upon three analytic tools: impulse, attitude and thought. Attitude
organizes impulse in this scheme, and must be taken into account in order to
understand human behaviour.
Bain employed the attitude to refer to a particular kind of overt behaviour.
A person's attitude is ‘the relatively stable overt behaviour which affects
his status’ (Bain, 1928)
An attitude is "a process of individual consciousness which determines
real or possible activity of the individual in the social world" (Thomas and
Znaniecki, 1927)
an attitude is “a psychological tendency that is expressed by evaluating a
particular entity with some degree of favour or disfavour”. [Eagly, A. H., &
Chaiken, S. (1993)
An attitude can be defined as ‘a psychological tendency to view a
particular object or behaviour with a degree of favour or disfavour’.
(Albarracin, 2005)
An attitude is "a relatively enduring organization of beliefs, feelings, and
behavioural tendencies towards socially significant objects, groups, events
or symbols" (Hogg and Vaughan, 2005)
“Attitudes are the evaluative judgments that integrate and summarize . .
. cognitive/affective reactions” (Crano and Prislin, 2006)
Guidelines
for
attitude
measurement (Henerson, Morris &
Fitz-Gibbon, 1987)
Scales
Identify construct
Measuring construct
Construct an attitude
measure
Conduct a pilot study
Revise tests for use
Summarize, analyze, and
display results
Thurstone scale
Likert scale
Semantic differential
Guttman scale
EMOTIONAL INTELLIGENCE
"the subset of social intelligence that involves the ability to
monitor one's own and others' feelings and emotions, to
discriminate among them and to use this information to guide
one's thinking and actions" (Salovey and Mayer, 1990)
"managing feelings so that they are expressed appropriately
and effectively, enabling people to work together smoothly
toward their common goals." (Goleman , 1995)
Mayer and Salovey (2000) proposed a model that identified
four different factors of emotional intelligence: the perception
of emotion, the ability reason using emotions, the ability to
understand emotion and the ability to manage emotions.
Dimensions
Self-awareness
Self-regulation
•Emotional awareness,
•Self-confidence
•Self-control
•Trustworthiness
•Conscientiousness
•Adaptability
•Innovation
Self-motivation
• Achievement drive
•Commitment
•Initiative
•Optimism
Social skills
Empathy
•Service orientation
•Developing others
•Leveraging diversity
•Political awareness
•Influence
Communication
•Leadership,
•Change catalyst
•Conflict management
•Building bonds
•Collaboration and
cooperation
•Team capabilities
Emotional Intelligence Scales
Goleman's Emotional Intelligence Test written for
Utne Magazine
Trait Meta Mood Scale
BarOn Emotional Quotient Inventory
Schutte Emotional Intelligence Scale
Multifactor Emotional Intelligence Scale
Emotional Competence Inventory
Emotional Intelligence Self Regulation Scale
Tapia Emotional Intelligence Inventory
Emotional Intelligence Scale
Mayer-Salovey-Caruso-Emotional Intelligence test
(MSCEIT) (Mayer et. al. 2003)
Genos Emotional Intelligent scale (Gignac, 2010)
PERSONALITY
“personality is a dynamic organization within the individual of
those psychophysical systems that determine her/his unique
adjustment to her/his environment”. (Allport, 1948)
“an individual’s personality then is his unique patterns of traits
----- A trait is any distinguishable, relatively enduring way in
which an individual differs from another”. (Guilford , 1959)
“personality is that which permits a prediction of what a
person will do in a given situation”. (Cattell , 1950)
“personality as more or less stable and enduring organization
of a person’s character, temperament, intellect and physique
that determines person’s unique adjustment to the
environment”. (Eysenk, 1971)
One basic truth is that individual is
unique and it is product of its own
functioning. Common element of
most definitions is that they stress
need to understand the meaning of
individual differences. Personality is
what makes an individual unique.
Measuring Personality
Bell’s Adjustment Inventory
Minnesota Multiphase Personality Inventory (MMPI)
Cattell’s 16 Personality Factor Questionnaire
Edwards Personal Preference Schedule (EPPS)
Big Five Inventory
Operational definitions of the terms
Prospective teachers are the All B.Ed. Trainees of the Teacher Education
Institution of West Bengal.
 Attitudes towards teaching profession is assessed in term of high,
average or low by self constructed scale score.
Emotional intelligence of prospective teachers is assessed in term of
high, average or low by self constructed EI scale score.
Scores on Big Five Inventory questionnaire, with a high score indication a
more favourable personality trait and a low score indicating a less
favourable personality trait of prospective teachers.
Gender is represented as male and female prospective teachers.
Relation means the effect of independent variables into dependent
variables
Development of Instrument
Item Construction
Expert Opinion
Pilot Study
Item Analysis
Norm Selection
Final form of the Scale
Validity and Reliability Test
Components of Emotional Intelligence Scale
Personal competencies determine how we
manage ourselves.
Social competencies determine how we handle
relationship.
Personal competencies are categorized under the
dimensions
namely;
self-awareness,
selfregulations and self-motivation
social competencies are categorized under two
dimensions namely; empathy and social skills.
Gender variable
Finding shows that mean value female prospective teachers are 282.84
and mean value of male prospective teachers are 277.13. So the mean
difference is in favour of female prospective teachers are 5.71. Also a
significant difference exists among the male and female prospective
teachers’ attitude towards teaching profession. So it is concluded that
female prospective teachers have more favourable attitude towards
teaching profession than their male counterpart.
This finding can be interpreted as an indicator of the fact that compared to
the past, the profession of teaching, especially at secondary school level, is
gradually becoming a profession for females every passing day. Generally
females are more sympathetic and caring to the children in respect to
males due to their natural phenomenon. This attribute is also reflects on
the present study.
Emotional Intelligence variable
The mean value of high, average and low emotional
intelligent prospective teachers’ attitude towards teaching
profession are 280.13, 279.68 and 280.00 respectively. It
implies that high emotional intelligent prospective teachers
have somehow little bit more favourable attitude towards
teaching profession. But it is not significant at all. The results
shows that pair of three levels of emotional intelligent
prospective teachers’ attitude do not differ significantly
towards teaching profession.
Big five personality traits
In the present study mean values of prospective teachers those who are
belonging to the five different personality traits in relation to attitude
towards teaching profession are found 289.15 for extroversion trait, 291.94
for agreeableness trait, 289.94 for conscientiousness trait, 277.81 for
neurotic trait and 287.41 for openness trait. Arranging as per descending
order in respect to mean values of the five different traits the sequence is as
follows:
agreeableness > conscientiousness > extroversion > openness > neuroticism.
In the present study the prospective teachers are scored higher in
comparison to agreeableness trait with neuroticism trait. It is also found
from the statistical analysis of the collected data that the prospective
teachers with the neuroticism personality traits have significant differences
having with the other four personality traits in the direction of attitude
towards teaching profession. That means prospective teachers having
neuroticism personality trait show less favourable attitude towards teaching
profession in comparison to other four personality traits.
References
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