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CHAPTER- I
INTRODUCTION
1.1
INTRODUCTION
1.2
EMOTIONAL INTELLIGENCE
1.2.1
MEANING OF EMOTIONS
1.2.2
CHARACTERISTICS OF EMOTIONS
1.2.3
TYPES OF EMOTIONS
1.2.4
ROLE OF EMOTIONS
1.2.5
1.2.6
1.2.6.1
MAYER
AND
SALOVEY:
AN
ABILITY
MODEL
OF
EMOTIONAL INTELLIGENCE
1.2.6.2
BARON:
MIXED
MODEL
OF
EMOTIONAL
MIX
MODEL
OF
EMOTIONAL
INTELLIGENCE
1.2.6.3
GOLEMAN:
INTELLIGENCE
1.2.7
1.2.8
1.2.9
1.2.10
1.3
1.4
1.5
1.6
1.7
1.8
HYPOTHESES
1.9
1.1 Introduction:
The concept of emotional intelligence (EI) is relatively a new idea in popular
culture. However, with the popularization of the concept of Emotional Intelligence
has raised a very great deal of interest in the field of psychology, management and
education.
The term emotional intelligence was launched when people started to realize
that a high Intelligence Quotient (IQ) is no guarantee against failure in every day life.
Whereas others with an average IQ succeed. At best IQ contributes about 20% to the
factors that determine life success, which leaves 80% to other forces. So if we want to
succeed in life, we need to introduce our emotions very well.
2) Sadness
Grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness,
dejection, despair and when pathological severe depression is caused.
3) Fear
Anxiety, apprehension, nervousness, concern consternation, misgiving,
worriness, qualmedginess, dread, fright, terror result into
psychological
motivation to act in a certain way. They provide the inner force that attracts one
person to another, or that repels one person from another. Emotions provide a sense of
feeling with and for others. They provide a sense of security, help person cope with
frustration, alert them to dangers and force them into action.
At the same time, emotions are also the cause of certain problems. Some
times, for example, people say or do things, they might later regret-primarily because
they were acting on the basis of emotions rather than a responded response.
Emotions are the effective aspects of the instinct. The development of the
emotions should therefore, be given as much attention as is given to the development
of the instincts. So it is very necessary to train the emotions. Emotions shall run riot
and imbalance the whole personality of the individual.
Emotions are prime movers of the thought and conduct and their education
and control is very important.
by
intelligence (the ability to understand and manipulate with objectives), and social
intelligence( the ability to understand and relate to people). Thorndike (1920) defined
social intelligence as the ability to understand and manage men and women, boys
and girls-to act wisely in human relations.
Similarly in 1940, David Wechsler defined intelligence as, the aggregate or
global capacity of the individual to act purposefully, to think rationally, and to deal
effectively with his environment. Weschler realized that the non-intellective abilities
were essential for predicting ones ability to succeed in life.
Plutchik, R. in his recent theory of emotion (1970) has given three
dimensional structure of model of emotion. In that model he has given number of
implications. One such implication is that, emotions involve cognition. It proves that
emotional intelligence is a kind of emotion.
In 1973, David McClelland add strength to this line of thought by arguing that
conventional concept of IQ, simply could not predict how well people would perform
in the work place.
Harward Gardner (1983) proposed a widely regarded model of multiple
intelligence. His theory of multiple intelligence based on biological as well as cultural
research, formulates a list of seven intelligence. It includes logical mathematical
intelligence, linguistic intelligence, spacial intelligence, musical intelligence, body
kinetic intelligence and personal intelligence. Personal intelligence category includes
two separate intelligence.
A]
B]
Perceiving emotionsThe ability to detect and decipher emotions in faces, pictures, voices and
cultural artifacts including the ability to identify ones own emotions.
Perceiving emotions represent a basic aspect of emotional intelligence, as it
makes all other processing of emotional information possible.
2)
Using emotions
The ability to harness emotions to facilitate various cognitive activities, such
as thinking and problem solving. The emotionally intelligent person can
capitalize fully upon his or her changing moods in order to best fit the task at
hand.
3)
Understanding emotions
The ability to comprehend emotion language and to appreciate complicated
relationships among emotions. For example, understanding emotions
encompasses the ability to be sensitive to slight variations between emotions,
and the ability to recognize and describe how emotions evolve over time.
4)
Managing emotions
The ability to regulate emotions in both ourselves and in others. Therefore the
emotionally intelligent persons can harness emotions, even negative ones, and
manage them to achieve intended goals.
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Bar-On posits that emotional intelligence develops over time and that it can be
improved through training programming and therapy. Also he considers emotional
intelligence and cognitive intelligence to contribute equally to a persons general
intelligence, which then offers an indication of ones potential to success in life.
Bar-On defines emotional intelligence as being concerned with effectively
understanding oneself and others, relating well to people and adapting to and coping
with the immediate surroundings to be more successful in dealing with environmental
demands.
In his model, Bar-On outlines five components of emotional intelligence.
Within these components are sub-components (15 in all). They are as follows:
1)
Intrapersonal (self-awareness and self -expression): Self-Regard(being aware of understanding and accepting ourselves)
Emotional self-Awareness (being aware of and understanding our emotions)
Assertiveness (expressing our feelings and ourselves nondestructively)
Independence (being self-reliant and free of emotional dependency on others)
Self Actualization (setting and achieving goals to actualize our potential)
2)
Interpersonal (social awareness and interaction): Empathy (being aware of and understanding how others feel)
Social Responsibility (identifying with and feeling part of our social groups)
Interpersonal Relationship (establishing mutually satisfying relationships)
3)
Stress Management (emotional management and control): Stress Tolerance (effectively and constructively managing our emotions)
Impulse control (effectively and constructively controlling our emotions)
4)
Adaptability (Change management): Reality Testing (Validating our feelings and thinking with external reality)
Flexibility (coping with and adapting to change in our daily life)
Problem solving (generating effective solutions to problems of an
intrapersonal and interpersonal nature)
5)
General Mood-(self-motivation) : Optimism (having a positive outlook and looking at the brighter side of life)
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students. In addition to this, teacher have able to know how to work with the entire
educational community, teacher also appears as a dynamic educational agent who ,
together with his or her colleagues and students families, performs not only tasks of
preparing and executing the teaching function, but also of mediation, innovation,
management, research , assessment and guidance. So teacher is placed as the central
axis of the educational community. To fulfill these 21st centurys professional
demands, teacher should possess high emotional intelligence. By high emotional
intelligence teachers go beyond their traditional mission.
After studying this importance of the E.I. that the teacher should have, the
researcher felt the need of studying the E.I. of Secondary School teachers.
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1.8 Hypotheses:
The following null hypotheses were formulated keeping in view the
objectives of the study.
H1
H1.1
H 1.2
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H 1.3
H 1.4
H2
H 2.1
H 2.2
2.3
2.4
3.1
21
H4.1
H4.2
H4.3
H4.4
H5
H5.1
H5.2
H5.3
22
H5.4
H6
H6.1
H6.2
H6.3
H6.4
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findings of the research study and suggests recommendation and topic for further
research study in this area.
Lastly, the References and Appendices are attached to support the
body of the thesis.
Thus the present chapter is devoted to introduce the research
background, its significance, objective, hypotheses, delimitation etc. and next chapter
is devoted to the review of related literature.