"A STUDY OF AWARENESS ABOUT THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN PUBLIC SCHOOL OF DISTRICT PANIPAT"

DISSERTATION
SUBMITTED TO

KURUKSHETRA UNIVERSITY, KURUKSHETRA IN PARTIAL FULFILLMENT FOR THE REQUIREMENT FOR THE DEGREE OF

MASTER OF EDUCATION
SUPERVISOR: Mr. Anil Sharma INVESTIGATOR: Saroj Saini M.Ed Student Roll No. 17

SARASWATI COLLEGE OF EDUCATION KAWI ROAD, MADLUADA (PANIPAT) Session 2010-2011

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CERTIFICATE
This is to certify that this dissertation entitled "A study of awareness about the use of information and communication technology in public school of District Panipat submitted by Ms. Saroj Saini to the Kurukshetra Univeristy, Kurukshetra in partial fulfillment of the requirement for the degree of Master of Education for the session 2010-11 is a record of bonafide research work. The work has been carried out by the candidate himself and is original. The work is complete and fit for submission.

Date :

Supervisor: Mr. Anil Sharma

ACKNOWLEDGEMENTS
Research is a challenging enterprise needing consistent hard work, unhindered dedication and constant consultation, which is a very pleasing facet of dissertation writing. It gives me an utmost joy in thanking those who helped me to complete this work. I have no sufficient words to express my deep sense of gratitude to my learned supervisor Mr. Anil Sharma for his talented guidance. It was highly appreciable to find his as a guiding light for his analytical outlook, constructive locution and irony cricism was pivotal to me throughout my research work. In his, I found a rare combination of wisdom, intellectual awareness, hardworking spirit and dedicated teacher. I am also grateful to other staff members for their necessary cooperation and help. I also feel great pleasure in expressing my indebtedness to the several authors whose work I have cited in my study and from whom I have drawn both information and insight. I must confess that completion of my dissertation have been impossible without the blessing, emotional support and exceptional encouragement by my respected parents, who gifted to me inherent intellectual integrity to work ceaselessly to achieve my goal and cope up the indecisive situation. They are on the highest position in the universe for me. I am highly grateful to Almighty who gifted me an educational vision.

Saroj Saini

CONTENTS
CHAPTER TITLE PAGE NO

CERTIFICATE ACKNOWLEDGEMENT 1. 2. 3. 4. 5. INTRODUCTION REWVIEW OF LITERATURE DESIGN OF STUDY ANALYSIS AND INTERPRETATION 34-42 43-55 1-21 22-33

FINDINGS, CONCLUSION, RECOMMENDATIONS AND FURTHER SUGGESTIONS SUMMARY BIBLIOGRAPHY APPENDICES 56-60 61-72 73-76

CHAPTER 1 INTRODUCTION
Education is an attempt on the part of the adult members of the human society to shape the development of the coming generation in accordance with its own ideals of life. Man is capable of making necessary adaptation, education helps him to alter his behaviour and acquire new skills according to the demands of the new situations. Educating the child is directing the childs capacities, attitudes, interest, urges and needs into the most desirable channels. Education is the process of human enlightment and empowerment for the achievement of a letter and higher quality of life. Education is the key to national prosperity and welfare. In the development of a country education plays a vital role. Education is the most important component of human resources. Therefore society wants to utilize the individual talent properly. We want to get maximum benefit through minimum resources so we should make our efforts for maximum achievement of our youth and trained them in such a way that they may utilize the resources available. A sound and effective system of education results in the

enfoldment of learners potentialities, enlargement of their

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competencies and their interest, attitude and value. Education is a tripolar process. Teacher, student and environment, there are the three component or pole of the teaching learning process. Every component has its own importance. They are equally responsible for the success and failure of the educational programme. It is determined to a large extent by the quality of learning process. When the learner failed to attain the prespecified goals. Something was wrong with the teacher either with the plans he made or with the way in which he carried them out. The success of the learner mainly depends on the ability of the teacher. Teacher is the main implementer of all educational policies. A teacher is one who shows or helps to learn how to do something or the one who guides the destiny of the students committed to his care. A component and conscious teacher is a vital spark in education and it is he who has to impart to the student creative use of the knowledge. He enlarge and enrich the mind of the students and plays an important role in shaping and moulding the personality of the child. Professor Hamayun Kabir states: Teachers are literally the arbiter reconstruction and essentially a nation builder. A good teacher is made not born, he has to spend a considerable portion

of his time studying the mechanism of teaching learning memorable, indeed are the words of Rabindra Nath Tagore, A teacher can never truly teaches unless he is still learning himself. A lamp can never light another lamp unless it continues to burn over its own flame. So we can say that in teaching learning process it is the teacher who plays a vital and important role. The success of a teacher depends on his knowledge intelligence, personality skill, emotional maturity and on his attitude towards his profession. Haskew, (1956) The possession of the teacher, his knowledge, skill, attitude, personality configuration and the like are referred to as competencies, they land the character dimension to teaching.

TEACHING:
When a person imparts information or skill to another, it is common to describe the action as teaching. Importing may mean to share experience or communication information by lecture. Teaching is considered both as an art or science. As an art is emphasizes the imaginative and artistic abilities of the teaher in creating a worthwhile situation in the classroom to enable students to learn. As a science, it focuses on the logical,

mechanical and procedural steps to be followed to attain an effective accomplishment of goals. Different Educationist have different ideas regarding the concept of teaching. Dewer (1934) has expressed this concept of teaching by an equation Teaching is to learning as selling is to buying. B.O.Smith (1960) : defines teaching as; Teaching is a system of actions intended to induce learning. Smith in 1963 further extended the definition of teaching as, Teaching is a system of actions involving an agent an end in view and a situation including two sets of factors those over which the agents has no control, class size, characteristics of pupils, physical facilities etc.) and those which he can modify (such as techniques and strategies of teaching). Scheffler (1960) extended a definition of teaching as Teaching is intended behaviour for which the aim is to induce learning. According to Gage (1963), Teaching is a form of interpersonal influence aimed at changing the behaviour

potential of another person. Edmund Amidon (1967) defined teaching as, an

interactive process primarily involving classroom talk which takes

place between teacher and pupil occurs during certain definable activities. Teaching stimulates students power of thinking and direct them towards self learning. Recently teaching has been viewed as a system. According to this view teaching consist of three variables; 1. 2. 3. Input variable Process variable Output variable Input variables include the entry level of learners

capabilities, potentialities and skills. It also includes the teacher status of knowledge of subject matter, communication skills and his personality. The material facilities available in the

instructional environment are the constituents of the input variables of teaching. Process variables refer to all the components of the teaching-learning process. It comprises of content, instruction and media. The content variable include the sequence and organization of components of the subject matter. Content is imparted to the students through an instructional programme involving various techniques such as lecture, discussion and

questioning in expository or enquiry modes. All the above aspects are managed in such a manner so as to enable attainment of the terminal goals. Output variable include discretion of the terminal behaviour. The educational outcomes cover not only the cognitive

components but also the affective and psychomotor aspects.

ATTITUDE:
Attitude is considered an important factor in teaching learning process. So, the study of attitude has been a very important area of research in social and educational psychology. The perception of objects and choice of friends, selection of information and such other behaviours of human beings are also determined by the attitude. Attitude, like other such concepts can be defined in conceptual and operational terms. Both however are intimately related to each other. The conceptual definition of a construct refers to its meaning with in an abstract theoretical system. A theory is generally needed to link a concept to its various operations whereas defined in terms of a sort of operations such as designing, administration and scoring of an opinion

questionnaire.

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The conceptual definition of the attitude has been given in many ways by different authors. The term attitude was first used to denote, the sum total of mans inclinations and feelings, prejudice or bias, preconceived motions, ideas, fears, threats & convictions about any specific topics. (Thurston and Chane, 1929). Later however when motivational & effective characters of attitude were emphasized Thurston (1931) defined attitude as, the effect for against a psychological object. Allport (1954) defined attitudes as a mental and neutral state of readiness organized through experience exerting a directive and dynamic influence upon the individuals response to all objects and situations with which it is related All these definitions point out to be the underlying dimensions of favourability towards an object. In operational definition, "the term 'attitude' often is used in a generic sense to refer to any report of what people think of feel or of the ways in which they intend to act." (Himmelfark and Eagly, 1947) The operational definitions mean use of some kind of tools for obtaining responses from the subjects. The most commonly used instrument in the studies on attitude is some kind of

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questionnaire or scale. These questionnaire or scales assess attitude, through self reports of opinions, beliefs, feelings behaviour or intended actions. Statements are generally scaled to express favrouably or unfavourably towards the attitude object. "Attitude have been held responsible for some good deeds and virtually all of the evils of mankind." "An attitude is a readiness to respond in such a way that behaviours is given a certain direction." "Attitude is a generalized reaction for or against a specific psychological object. The object may be a person or a group, a kind of object, living thing, concept or values events or situations, institutions.

(Thurston,

1929)

An

attitude

is

defined

as

the

predispositions or tendency to react specifically towards an object, situation or value, usually accompanied by feelings and emotions. In other words attitude is a prediposition or readiness to response to a given are required, learned and developed through verifying perceptions and experiences provided by the environment. There perception and experiences can built a

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favourable or unfavourable inclination in a person, indicating that attitude involve direction as well as magnitutde." (C.V.Good, Dictionary of Education, 1945) "Attitude as a tendency of an individual to favour or not to favour some type of object or situation. In general, an attitude is a tendency towards any psychological or the situation." (Guilford, 1950) "Attitude is a particular feeling about something, it

therefore involves a tendency to behave in a certain way in situations which involves that something whether person, idea of an object. It is partially rational and partially emotional and is acquired not inherent, in an individual. (Sarensantorberd, 1977) "Attitude involves long lasting likes and dislikes,

preferences and obsessions towards specific aspects of the external words." (Petty and Cacioppa, 1986) Educationalist generally agree that the 'Goodness of an Educational programme is determined to a large extent by the quality of learning process. When the learner failed to attain with

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the teacher, either with the plans he made or with the way in which he carried them out. Teacher is the main implementer of all educational policies. He should have positive feelings towards new curriculuam its philosophy and the rational on which the approach is based. A positive change in attitude towards teaching is required for implementing the objectives and the rational of the programme. Teacher is the most significant factor in influencing the quality of education and its contribution to national

development. In 1971, the International Commission on the development of education was set up and the report of the commission was published by UNESCO under the title, 'Learning to be" has been acclaimed as one of the most significant document on education in recent times. They mentioned that one of the essential task for education at present is to change the mentalities and

qualification inherent in all professions, thus they should be the first to be ready to rethink and change the criteria and basic situation of the teaching profession, in which the job of educating and stimulating students is steadily superseding that of simply giving instruction conditions in which teachers are trained should be profoundly changed so that essentially they become educator

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rather than specialist in transmitting pre-established curricula The whole hearted devotion to teaching is the primary requisite of any teacher. It is a truism that the attitude of the teacher towards teaching plays an important role in achieving the educational objectives. A teacher's attitude constitutes important conditions of successful teaching and learning. Positive attitude towards teaching contribute towards professional success and negative towards failure. It is quite logical to have positive attitude towards their job.

EMOTIONAL INTELLIGENCE
We are at the beginning of a new century and now a days. Emotional Intelligence is considered more important than

intelligence in the success of a person. Historically speaking the term Emotional intelligence was introduced in 1990 by two American university professors Dr. John Mayer and Dr. Peter Salovery in their attempt to develop a scientific measure for knowing the differences in people's ability in the areas of emotions. However the credit for popularizing the concept of Emotional Intelligence goes to another American psychologist Daniel Goleman (1998). According to Goleman I.Q. accounts for only 20% of a

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person's success in life. The balance can be attributed to emotional intelligence or .E.Q. The concept of emotional intelligence have brought a revolution in the field of child care, home, school and work place management. It has also provided sufficient support to guidance and counseling services including physical and mental health programmes. In all emotional intelligence essentially reflects our ability to deal successfully with other people and with our own feelings and there qualities count significantly towards a person's success in his area of achievement. It may induce him likewise to achieve the required success. Most of the problem in our life, whether childhood problems, adolescent problems, home and family problems work situation problems or political, regional or international problems are the result of misinterpretation of the involved sentiments feelings and emotions of the concerned individual group of individuals society and the nation. If the proper efforts are made for training the emotions and developing proper E.Q. potential among the people right actions from their childhood, then it will surely help in bringing mutual emotional understanding, empathy

accompanied with right actions and behaviour on the part of the

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individuals and groups to load better life in peace of co-operation. To progress and let others live or thus the ultimate goals of any education or training provided for developing one's potential of emotional intelligence. Emotional intelligence can be developed by upgrading emotional skills, E.Q. is not fixed at birth. Scientists have not yet discovered an emotional intelligence gene as such emotional intelligence grows with age and experience.

DEFINITIONS:
Emotional intelligence is the ability to perceive so as to artist thought, to understand emotions and emotional knowledge and to reflectively regulate emotions so as to promote emotional and intellectual growth. This definition consists of four access which are as follows: 1. IDENTIFYING EMOTIONS: The ability to recognized how you and those around you are feelings 2. USING EMOTION TO FACILITATE THOUGHT The ability to generate an emotion and then reason with this. 3. UNDERSTANDING EMOTIONS

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The

ability

to

understand

complex

emotions

and

emotional 'chains.' How emotions transition from on stage to another. 4. MANAGING EMOTIONS The ability which allows you to manage emotions in yourself and others. Emotional intelligence than is the ability to use your emotions to help you solve problems and live a more effective life emotional intelligence without intelligence is only part of a solution. It is the head working with the heart. Heart I.Q. The Individual Mr. Late Lautenscnlager (1977) A NIP teching fellow of Hamden Connection U.S.A. writes about emotional intelligence. E.Q. Heart

EMOTIONAL INTELLIGENCE
To be emotional intelligent, I submit that you must become proficient in four A.S. of emotional intelligence i.e. Awareness, Acceptance, Attitude and Action. Awareness

means knowing what you are feeling when you are feeling at.

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Acceptance means believing that emotions are biological process taking place in the body and the brain and that is not always rational. It means being able to feel an emotions without judging. Attitude are beliefs that are attached to Emotions Action is the behaviour you take based on emotion and attitude. Emotional Intelligence may defined as the "capacity to learn the reason with emotions in four areas to perceive emotion to intergrated it in thoughts, to understand it and to manage it." (Mayer, Salovery 1995) Emotional Intelligence is "the ability to perceive accurately appraise and expresses emotions, generated

feelings that facilitate thoughts and an ability to regulate emotions to promote growth." (Mayor, Salovery 1997) Bar-on-Reuven (1997) defined a mode of emotional intelligence "as an array of non cognitive capabilities,

competencies and skills that influenced one's ability to succeed in copying with environmental demands and

pressures."

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Emotional Intelligence consists of "abilities such as being able to motivate oneself and persist in the face of frustration : to control impulse and delay gratification: to regulate one's moods and keep distress from sampling the ability to think, to empathize and to hope." (Goleman, D (1995) We may understand one's Emotional Intelligence "as a unitary ability (related to but independent of standard intelligence) helpful in knowing, feeling and judging emotions in close co-operation with one's thinking process to behave in a proper way for the ultimate realize of the happiness and welfare of the self in tune with others. (Mangal, S.K., 2002) Saarni C., 1998p. 115-182, defined emotional competence in term of skills consisting of the following : understanding own emotions discerning and understanding other's emotions using the vocabulary of emotions and expression capacity the to capacity for empathic involvement, the

differentiate

internal

subjective

emotional

experience from external expression the capacity for adaptive coping with aversive emotions and distressing circumstances,

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understanding of emotional communication within relationship and the ability for emotional self efficacy. 1.1 STATEMENT OF THE PROBLEM "Comparative Study of Relationship between

Emotional Intelligence and Teaching Attitude of B.Ed. Students."

1.2 SIGNIFICANCE OF THE PROBLEM

The justification of a research project lies on its contribution to society for its welfare. National unity is the basic need of India. Now-a-days emotional intelligence is considered as vital for success. In fact emotional intelligence is more important than intelligence in the success of person. Most of the problem in our life, whether childhood problems, adolescent problems, home and family problems, work

situation problems are the results of misinterpretation of the involved sentiments feelings and emotions of the concerned individuals, group of individuals. We are living in a age of a accelerating change and super complexity, which is straining out physical defense and overwhelming our decisional process. In this situation a teacher can help students and the

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community to subject the process of change with his effective and perfect teaching. After all, the modern world need effective teacher who can enable the society to reach the peak of glory and progress. The effectiveness of a teacher mainly depends upon the character, ability and his attitude towards teaching. Attitude is an important human trait or

characteristics, which contributes to learning problem solving thinking and all round development of personality. It is true that the attitude of a person towards his profession plays an important role in achieving desirable success. The attitude of the teacher towards teaching constitutes an important

condition of successful teaching & learning. Positive attitude towards teaching contributes towards professional success and negative towards failure. Attitudes of a person is very much depend upon his emotions and feelings. To acquire a favourable attitude a person should be emotional intelligent. He should have the ability to manage and control his own emotion and to understand the emotions of others. According to above discussion the attitude of a person has some

significant relationship with emotional intelligence. So the purpose of present study is to see whether there is a

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relationship between emotional intelligence and teaching attitude of B.Ed students or not. Teaching is a profession which demands positive attitude and emotional intelligence from teachers.

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1.3DEFINITION OF PARTICULAR TERMS

EMOTIONAL INTELLIGENCE It is the ability to perceive emotions, to access and generate emotions. So as to assist thought to understand emotions and emotional knowledge and to reflectively regulate emotions, so as to promote emotional and intellectual growth.

TEACHING ATTITUDE :
Attitude is a particular feeling about something, it therefore involves a tendency to behave in certain way in situations which involves that something whether person, idea or an object. It is partially rational and partially emotional and is acquired not inherent in an individual. 1.4OBJECTIVES: Objectives of the study are given below 1. To study the emotional intelligence of the B.Ed. students of Panipat District. 2. To study the Teaching Attitude of the B.Ed students of Panipat District. 3. To study the correlation between Emotional Intelligence and Teaching Attitude of the B.Ed students.

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4. To study the mean scores of B.Ed. students regarding Emotional Intelligence. 5. To study the mean scores of B.Ed. students regarding Teaching Attitude.

1.5 HYPOTHESIS
1. There is no significant correlation between Emotional Intelligence and Teaching Attitude of the B.Ed Students of Panipat District. 2. There is no significant difference in the mean scores of Emotional Intelligence of the B.Ed students. 3. There is no significant difference in the mean score of Teaching Attitude of B.Ed students.

1.6

DELIMITATIONS OF THE STUDY:

1. The study can be conducted to all prospective teachers of different educational programmes. e.g. (N.T.T. DIET) but it is delimited to B.Ed. students only. 2. The study can be conducted to all B.Ed Students of Haryana but it is delimited to B.Ed students of Panipat District.

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1.7 TOOLS:
The study needed the collection of data of emotional intelligence and teaching attitude. So, the investigator has used the Mangal Emotional Intelligence Inventory developed by Dr. S.K.Mangal and Mrs. Shubra Mangal and the Teacher Attitude Inventory developed by Dr. S.P.Ahluwalia.

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CHAPTER II REVIEW OF RELATED LITERATURE

Review of related literature is the background of the study and from this, the study moves further. In this section all the details of previous work or related literature makes the

investigator enter into the history of topic or problem. Relevant literature, research study, reports etc. are abstracted for

development of the present study.

A summary of the writing of recognized authorities of previous research provides evidence that the researcher is familiar with what is already known and what is still unknown. Mouley identifies review of related literature as an exciting task calling for a deep insight and clear prosecutive of the over-all field. It promote a greater understanding of the problem and its crucial aspects, ensure avoidance of unnecessary duplication Review of related literature besides to allow the researcher to acquaint himself with current knowledge in the field in which he is going to conduct his research also accomplishes specific purpose. There are some researcher who have done studies in the field of emotional intelligence. Though there studies are not
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directly related to the problem yet indirectly the survey of these studies gives significant insight in the problem. A study of attitude and their measurement, change in attitude and their relationship with other variables has been a very important area of research in social and educational psychology. There are a number of studies related to attitude and its relationship with other variables. Importance of attitude was formally recognized in the early period of Social Psychology. Thomas and Zanieck (1918), defined Social Psychology as the scientific study of attitude Allport (1954) viewed the attitude as the most distinctive and

indispensable concept in American Social Psychology. Fishbein and Ajzen (1972) reported that over 750 articles related to

attitude were published during a two and a half year span of time. This show that the study of attitude is of interest to nearly all Social Psychologist and educationist. Fishein and Ajzen (1972) have studied the problem of relationship between attitude and behaviour. The attitude is viewed by them as disposing the individual to think feel and act in certain ways and are inferred from three sources. It is evident therefore that attitude consists of cognitive, affective and behavioural component.

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Edward

(1957)

had

reviewed

the

teaching

of

scale

construction for attitude measurement and discussed in detail, the merits and demerits of these techniques on the basis of Research done on them. Among other publications on attitude theory and its other aspects are by Fishein (1967), Green 91954), Allport (1954) Green has observed that the method of equal appearing intervals is the most widely used of judgment Methods. Ryans (1960) found that teachers who were rated low in effectiveness possess a critical attitude towards others and a less favourable attitude towards teaching. The study of Pal Ghose (1961) on student teacher attitude towards community life revealed that the teachers entered the profession with favourable attitude towards teaching but later on due to circumstances service conditions and other factors they are frustrated and dissatisfied. Prasher (1963) in a study of teacher attitude towards teaching found that age and teaching experience had no effect on attitude of teachers towards their profession. A study has been conducted by Samant Roy (1970) on teacher attitude and its relationship with adjustment an efficiency of teacher.

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Aggarwal (1966) conducted a study of teacher educators attitude towards the profession and that the factor like age, sex and experience did not influence their attitude. A study was conducted by the NCERT (1969-70). The major hypothesis for this study was whether attitude of teacher towards the profession is affected by the management of the school, location of the school, tenure of service, sex, marital status, age, experience, academic and professional qualification and other psychological features. The finding include that sex, age and experience do not affect significantly the attitude of teacher. Singh (1994) conduct study to find out the relationship of teacher values with teacher attitude and job satisfaction. The finding include that there is no difference in attitude due to age, education and training of teacher, but reports that female teachers expressed a more favourable attitude towards teaching as profession than the male teachers. Similarly Quraishi (1975) found that the attitude of teacher towards teaching profession as independent variable did not show any significant result in predicting dependent variable. Several tools have been constructed in India to measure the attitude of teacher and students. Pareek and Rao (1974) have
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published a handbook of instruments which lists 124 instruments to measure attitude towards various objects. Most of them are likert type scales; only two of them are inventories. The objects have been like the teaching profession, school and other educational process, wherever reliability coefficients are

reported they are of high order indication a general pattern of high reliability, estimates of instruments on educational attitude. A few other instruments developed in India are by Ahluwalia, Katti and Bannur, Deo Mohan. Although all these scales are called as attitude to measure attitude towards teaching, the content and orientation differ from scale to scale. Mehrotra (1973) studied the effect of teacher education programmes on the attitude of teacher towards the teaching profession. The teacher attitude inventory by Ahluwalia (1974) was developed by taking up a research project financed by the N.C.E.R.T. It is meant to measure student teacher attitude towards teaching profession, pupils class room reaching,

educational process and child centered practices. Another purpose of the research was to study the professional attitude change among student teacher after their training was over.
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Noll and Noll (1963), found no consistent relationship between teacher attitude and socio-economic status. Turnover (1963) found that the attitude of teacher towards teaching largely depends upon the type of setting within which the teacher does his work. Giebink (1967), found no relationship between attitude measured on MTAI and their observation of classroom behaviour. Samanta Roys (1971) study of teacher attitude and relationship with teaching efficiency and teacher adjustment indicated a positive relationship between teacher attitude and teaching efficiency and favourable attitude and inferior efficiency and unfavourable attitude. Koul (1972), conducted a factorial study of certain

personality variables of popular teacher in Secondary School. He found that the popular teacher had a favourable attitude towards teaching in schools. Parmod Kumar (1974), found that pupil teacher of science stream have more favourable attitude towards teaching as compared to graduate of agriculture, Commerce and humanities. Saran, S.A. (1975) has studied teachers attitude towards
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teaching profession and certain personality variables in related to their level of education and amount of experience. The result was that the attitude of teacher towards the teaching profession was positive. Naidu (1975) in a study based on sample of 360 teachers from Andhra Pradesh found that all teachers had favourable attitude. Attitude towards teaching in relation to variables of Personality, intelligence, adjustment, creativity and values (Kala, S. 1989) and impact of elementary teacher educational programme and attitudinal change of elementary teacher

trainees of Orissa (Sinha, 1991) followed the design of pre-said studies. The impact of study here was directed for finding out attitudinal changes which acts, in fact as an input (Hyot and Look, 1960) Kaul Lokesh (1977) has studied the impact of teacher training upon attitude of student teacher towards teaching. The result was the favourable attitude of the student teacher in magnitude with the existing pattern of teaching. Yadav, H.S. (1979) found no difference in the attitude of language and non language teacher in his unpublished M.Ed. dissertation submitted to Rajasthan University GCPI (Government Central Pedagogical
33

Institute, Allahabad (1981) has studied the relationship of academic achievement with attitude towards teaching among the teacher trainees. The finding of the study showed no relationship between academic achievement and attitude towards academic among teacher trainees. Gardner (1983) introduced his theory of multiple

intelligence which opened door to other theories like emotional intelligence Professional and Personal persuit. Som (1984) jas studied teacher personality pattern and their attitude towards teaching and related area. The result was that the teaching attitude as well as the attitude towards the professional correlated significantly with patience, initiative, carefulness, stoicism and responsibility. Bar-on (1985) invented the term EQ (Emotional Quotient) to describe his approach to evaluating general intelligence. He explained emotional intelligence that it reflects our ability to deal successfully with other people and with our feeling. He developed the bar on EQ-1 after 17 years of inventory is the first scientifically developed and validated measure of Emotional Intelligence that reflects ones ability to deal with daily

34

Environmental challenges and helps predicts ones success in life including. Ahapatra, P.L. (1987) has compared the role of intelligence attitude on vocational interest towards success in teaching. Kumar Birender (1990) has compared attitude towards teaching of regular and correspondence B.E. students. Srivastavea, D.S. (1990) has compared the attitude, level of aspiration and personality traits of trained and un-trained teacher. The result was that trained teachers have more favourable attitude than untrained teacher towards teaching as a profession. Devender Baland (1992) conduct a comparative study of the attitude of B.Ed. pupil teachers belong to science and humanities group. Bhusan, Vidya (1993) has compared the attitude of pre service and in service teacher. This study was intended to measure the change in attitude on in service teacher and compared them with attitude of pre service. There was a significant difference between the attitude of pre service and in

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service teachers. Pre service teachers behave in freedom to students and have a less disciplinarian attitude. Venu Gopal, G (1995) has studied the influence of teacher attitude and expectation in pupil achievement. The findings were that the teacher attitude have no influence on the achievement of the pupil. Richardson and Evans (1997) explored some methods for teaching social an emotional competence with in a culturally diverse society. Their purpose was to help students to connect with each other, in order to assist them in developing interpersonal and emotional intelligence arguing that these

intelligence are essential for personal accomplishment. Solovey and Sluyter (1997) reported that people high in emotional intelligent are expected to progress more quickly through the abilities designated and to master more of them. Galemans (1998) studies have shown that emotional intelligence impacts a Leaders ability to be effective. According to him managers who do not develop their emotional intelligence have difficulty in building good relationship with peers,

subordinates superior and clients.

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Goleman (1998) reported research demonstrating a positive correlation between emotional intelligence and age. According to Goleman (1998) and Coudson (1999) Emotional Intelligence is a combination of competencies. These skills contributes to a persons ability to manage and monitors his or her own emotion to correctly gauge the emotional state of others and to influence opinions. Mayer, Caruso and Salovey (2000) conducted that

emotional intelligence can be assessed most directly by asking a person to solve emotional problems such as identifying the emotional in a story or in a painting. Panda, B.B. (2001) conduct a comparative study of the attitude of college teachers of Assam and Orissa in relation to job satisfaction. Sternberg (2001) conducted that emotional intelligence is showing practical intelligence value although emotional

intelligence research appears to be conceptually weak and oriented more towards commercial exploitation than

Psychological understanding. Eidger (1997), revealed that the emotions feelings and
37

values are vital for a persons well being and achievements in life. He also states that science teachers should stress on the affective domain that cannot be separated from cognitive domain. Quality emotions and feelings help students give their best potentials in the classroom. The students, who are aversive and think negatively cannot concentrate for a long time and have more difficulty in reading their potential than others.

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CHAPTER 3 DESIGN OF STUDY

Design of the study is an essential part of a research project because design provides a picture of what and how to do the work before starting it. It has been determined from time to time that a suitable research design guards against the collection of co-relevant data and gives more economy. So in any Research project design provides the researcher a blue-print of research dictates the boundaries of project and helps in controlling the experimental extraneous error variance of the problem under investigation. The investigator has to select a sample of population to apply his research tool in order to arrive at a certain conclusion. It would be impracticable to study the whole population because some population samples are so large that their characteristics cannot be measured and before the measurement could be completed, the population would have changed. Thus the investigator has to select some group which are representative of the population. This chapter seeks to outline the procedure followed, design

39

employed sample selected, tools used, procedure adopted for data collection and statistical analysis conducted to realize the objectives of the study.

3.1 PROCEDURE OF THE STUDY

There is a systematic procedure for all research but the procedure of all research differ as all research have different objectives, methods, population etc. for this study the

investigator followed the given procedure. First selected the area and the problem of the study then formulated the objectives and hypothesis for the Research. Then selected the sample and tools to collect the data. Then analyzed and interpreted the data and draw conclusion on the basis of objectives and hypothesis made in the beginning.

3.2

METHOD USED Normative survey method was applied in this study to find

out the emotional intelligence and teaching attitude of male and female B.Ed. students.

3.3

POPULATION The population for the research includes all male and female

B.Ed prospective teachers studying in college of Education of

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district Panipat.

41

3.4 SAMPLE The investigator has taken randomly a sample of 120 Prospective teachers from the three colleges of Education in Panipat district i.e. 40 Female students from LCRT College of Education and 40 students (30 male and 10 female) from Lakshay College of Education and 40 students (30 male and 10 female) from N.C. College of Education, Panipat. The following table shows the sample size. Table 3.1 S. No. Name of College Total No. B.Ed. Students 100 of B.Ed. Students includes in Sample 40(F)

1.

LCRT College of Education Gohana Road, Panipat Lakshay College of Education, Naultha, Panipat. N.C. College of Education, Israna, Panipat Total

2.

100

40 (30 M and 10 F)

3.

200

40 (30 M and 10 F)

400

120 (60 M and F)

42

3.5

TOOLS In this investigation the investigator has used the Teacher

Attitude

Inventory

developed

by

Dr.

S.P.

Ahluwalia

and

Emotional Intelligence Inventory by Dr. S.K. Mangal and Dr. Shubra Mangal. (1) Teacher Attitude Inventory Moreover the effective and Productive learning by pupils can be achieved by shaping their attitude in the desired direction. It is a dependable Multi Dimensional attitude inventory for measuring attitude e.g. Primary and secondary teachers attitude towards teaching profession and its allied aspects. It is believed that it is worthwhile tool for the training institution not only for diagnostic and prognostic purpose and practices teachers

through favourable attitude by changing the organizational climate of their classroom. It is Likert type instrument of 90 items. These sub-scales were developed by the Likert summated rating procedure pertaining to a particular aspect of prospective and practicing teachers. The six aspects of attitude towards

1.

Teaching Profession
43

2. 3. 4. 5. 6.

Class Room teaching Child centred practices Education process Pupils Teachers

The teacher attitude inventory prepared by Dr. S.P. Ahluwalia consisting of 90 attitude statements has both positive and negative items. Like a Likert type of 5 point scale. This instrument is highly reliable. Likert continuum strongly agree, agree, undecided, disagree and strongly disagree has been provided in the inventory. The subject response to each item by putting a tick ()in the bracket of the chosen alternative against serial number of attitude statement and the subject is required to respond all the items. The scale and their weightage system for the scoring scheme is as follow :Scales Strongly Agree (SA) Agree (A) Undecided (U) Disagree 1
44

Positive/Favourab le 4 3 2

Negative/unfavoura ble 0 1 2 3

(D) Strongly Disagree (SD) 0 4

The attitude score of a subject is the sum total of items score of all six subscales. The theoretical range of score is from 0 to 360. (2) MANGAL EMOTIONAL INTELLIGENCE INVENTORY Description of the Inventory :This inventory consist of forced choice of 100 items responding in terms of yes and no. It takes 30-40 minutes to complete. Yes or no has been given for each item by encircle the chosen alternative against the question. This inventory is meant to identify the emotional intelligence potential of 120 students. It is standardize on 20 students of 10+2, under graduate college and professional college like B.Ed., Polytechnique etc. As reported in the manual the validity and reliability both has been properly established. Separate percentile norms has been given for male and female five fold classification in terms of emotional test score has also been provided to designate one as superior, average, below average and very low. Scoring can be made with the help

45

of scoring key.

46

Reason:The Mangal Emotional Intelligence Inventory was selected due to the following reason:-

1.

It is the only inventory which meant to identify emotional intelligence of students (16+) including the sample of student teacher in its standardization.

2. 3. 4.

It is a standardized inventory. It is easy to administer and to score. It has a provision for the use of separate answer sheet, so it is economical.

3.5

STATISTICAL TECHNIQUE : Keeping the nature of the study and the nature of

objective the investigator used such statistical technique which helped in the analysis and interpretation. The

investigator has follow short method for computing the mean. The formula is given here : Mean = X/N

X = is

the total sum of the marks.

N = Total number of students.

47

CORRELATION :Pearsons product moment r is calculated between Emotional Intelligence and Teaching Attitude of the entire sample using following formula:-

r=

XY x
2

y2

x y
To

xy = sum of all the products of deviation ( each x

deviation multiplied by its corresponding y deviation)

2

= sum square of all the x deviation. = sum square of all the y deviation. calculate the difference between two mean, the

investigator has followed the following method:

M1 M 2 Critical Ratio = S .E. M1

= is mean score of group 1.

M 2 = is Mean score of group 2.

S.E. = is standard error of mean difference which can be calculated as under :-

S.E. =

N1

N2

48

 1= is S.D. of Group. 1 2= is S. D. of Group 2 N1= Total No. of Group 1. N2= Total No. of Group 2.

49

CHAPTER 4 ANALYSIS AND INTERPRETATION

After the collection of data analysis and interpretation of data is the foremost and essential step of the research work. So, it is the necessary duty of the investigator to turn his full attention to analysis and interpretation of the data. The main purpose of the interpretation is to reach for broader meaning of desired answer. In fact, the raw scores are of no value unless they are analysed and interpreted. Without interpreting the material collected through the tools, the investigator cant achieve his objective. Therefore, it is necessary to get a meaningful practice picture out of the raw data collected by the investigator for the present study. Analysis of data means studying the organized material in order to discover inherent data. The data is studied to explore the new facts. Analysis requires alert, flexible and open mind. It involves the breaking down the existing complex factor in to simple part and putting these simple parts together in new arrangement for the purpose of the interpretation.

50

ANALYSIS OF DATA:Good, Barr and Seats (1941, page 599-601) suggested four helpful models to get started on analyzing the gathered data.

(1)

To think in terms of significant tables that the data permits.

(2)

To examine carefully the statement of the problem and earlier analysis and to study the original data.

(3)

To get away from the data and to think about the problem in laymans term or to actually discover the problem with other.

These exploratory modes may prove very helpful in the analysis of data for every researcher. The present endeavour was planned a co-relational study of Emotional Intelligence and teaching attitude of B.Ed. students of Panipat district. First objective of the study is Emotional Intelligence and second one is to study the teaching attitude of the B.Ed. students of Panipat District.

51

I. Analysis of Emotional intelligence score of male B.Ed. students The investigator collect the score of Emotional Intelligence of Male B.Ed. students with the help of Mangal Emotional Intelligence Inventory and arranged them in a Frequency distribution and compute the percentage of

students according to the scores they get. Table 4.1 Class-Interval 99 93-98 87-92 81-86 75-80 69-74 63-68 57-62 51-56 45-50 No. of students 1 3 2 7 13 12 7 9 4 2 60 The above table reveals that majority of Male B.Ed. students have score above 69 on the given Emotional intelligence inventory which indicates that the level of %age 1.66 5.00 3.33 11.66 21.66 20.00 11.66 15.00 7.66 3.33

52

Emotional Intelligence of B. Ed. students is above average. II. Analysis of Teaching attitude score of Male B. Ed. students The researcher collected the score of teaching attitude inventory and arranged them in a Frequency distribution table given below :Table 4.2

Class-Interval 315-340 289-314 263-288 237-262 211-236 185-210 159-184

No. of students 1 8 14 17 7 7 6

Percentage (%) 1.66 13.33 23.33 28.33 11.66 11.66 10.00

The above table reveals that majority of male B. Ed. students have scored above 237 on the given Teaching Attitude Inventory which indicates that majority of male B. Ed. student have positive/favourable attitude towards teaching.

53

III.

Analysis of Emotional Intelligence score of female B.Ed. Students The investigator collects the score of emotional

intelligence of female B.Ed. students with the help of mangal Emotional Intelligence Inventory and arranged them in a frequency distribution and compute the percentage of

students according to the scores they get. TABLE 4.3 Class Interval 99 93-98 87-92 81-86 75-80 69-74 63-68 57-62 51-56 45-50 No. of students 1 2 3 9 13 10 5 8 4 5 60 The above table reveals that majority of female B.Ed. students have score above 69 on the given emotional intelligence inventory which indicates that the level of Emotional Intelligence Inventory of female B. Ed. students is
54

Percentage (%) 1.66 3.33 5.00 15.00 21.66 16.66 8.33 13.33 7.66 8.33

above average. IV. Analysis of Teaching attitude of female B.Ed. Students The researcher collected the score of teaching attitude of female B.Ed. students with the help of Teaching Attitude Inventory and arranged them in a frequency distribution table given below :Table 4.4 Class-Interval 315-340 289-314 263-288 237-262 211-236 185-210 159-184 No. of Students 3 6 15 10 17 4 5 60 Percentage (%) 5.00 10.00 25.00 16.66 28.33 6.66 8.33

The above table reveals that majority of female B.Ed. Students have score above 237 on the given teaching attitude Inventory which indicates that majority of female B. Ed. students have favourable/positive attitude towards teaching. The nature of co-relation can be described with
55

the help of given interpretation chart: The Range of computed co-relationcoefficient 1 . 2 . 3 . 4 . 5 . 6 . From 0.00 to 0.20 From 0.21 to 0.40 From 0.41 to 0.70 Interpretation

Zero relation absolutely no Relationship Low co-relation, definite but small relation Moderate Substantial relationship. co-relation, but small marked

From 0.71 to 0.90 From 0.91 to 0.94

1

High co-relation, relationship

Very high co-relation quite dependable relationship. Perfect co-relation, almost identical or opposite relationship

V.

To

study

the

co-relation

between

Emotional

Intelligence and Teaching Attitude of Female B.Ed. Students. The Hypothesis framed to achieve the objective stated above is that there is no significant co-relation between Emotional Intelligence and Teaching attitude of female B.Ed. students. In pursuance of the objective stated above, the coefficient of co-relation is computed by using Pearsons Product Moment method. The co-relation table is given below between

56

Emotional Intelligence and Teaching Attitude of female B.Ed. Students. Table - 4.5 Sr.No. 1. 2. Variable Emotional intelligence Teaching Attitude No.of Students 60 60 Mean score 71.05 0.378 253.13 r

It is observed that the Table 4.5 that the value of coefficient of co-relation r between Emotional Intelligence and Teaching Attitude is 0.3780736 (0.378) which is positive in nature. It indicates a positive co-relation. Hence the null hypothesis of no significant co-relation is rejected. Now, it can be interpreted safely that the Emotional Intelligence and Teaching Attitude of female B.Ed. students are co-related to each other. According to the interpretation chart there is a definite but small relationship between Emotional Intelligence and Teaching Attitude of female B.Ed. Students. VI. To study the co-relation between Emotional

Intelligence and Teaching Attitude of male B. Ed. students.

57

The hypothesis framed to achieve the objective stated above is that there is no significant co-relation between Emotional Intelligence and Teaching attitude of male B. Ed. students. In pursuance of the objective stated above, the coefficient of co-relation is computed by using Product Moment method. The co-relation table between Emotional Intelligence and Teaching Attitude of male B. Ed. student is given below :Table 4.6 Sr.No. 1. 2. Variable Emotional Intelligence Teaching Attitude No. of students 60 60 Mean score 72.7 0.543 254.43 r

It is observed from the table 4.6 that the computed value of co-efficient of co-relation between Emotional

Intelligence and Teaching Attitude of male B.Ed. students is 0.5435 (0.543) which is positive in nature. It indicates a positive co-relation between two variables. Hence, the null hypothesis of no significant co-relation between Emotional Intelligence and Teaching Attitude of male B.Ed. students is rejected. Now, it can be interpreted safely that emotional Intelligence and Teaching attitude are co-related to each

58

other. According to interpretation chart there is a moderate corelation or substantial but marked relationship between Emotional Intelligence and Teaching Attitude of male B. Ed. Students. VII. To compare the mean score of Emotional Intelligence of Male and Female B.Ed. students

The hypothesis framed to achieve the objective stated above is that there is no significant difference in the mean score of Emotional Intelligence of male and female B.Ed. students. A comparative analysis of mean score of Emotional Intelligence of male and Female B. Ed. students is given in Table 4.7. Table 4.7 Sex N Mean S.D C.V. Level of Significanc e
Not significant at 0.05 and 0.01 level of significance

Male

60

72.70

11.73 0.373

Female

60

71.05

11.32

59

The mean value of Emotional Intelligence of male and female B.Ed. students are 72.70 and 71.05 respectively. The difference between mean score is 1.65 to establish whether the difference between means is significant or not due to sampling error or chance t expresses as Z (sigma score) because the present sample is large sample. The computed critical value is 0.37330 (0.373) is less that 1.97 (0.05) and 2.58 (0.01) the standard values required to reach 5% and 1% levels of significance. Thus it can be concluded that this difference of means is not significant at 0.05 as well as 0.01 level of significance. Hence, the null hypothesis of no significant difference in the mean scores of male and female B.Ed. students is not rejected. It shows that sex factor has no impact on the level of Emotional Intelligence. VIII. To compare the mean scores of teaching attitude of male and female B.Ed. students The hypothesis framed to achieve the objective stated above is that there is not significant difference in the mean scores of teaching attitude of male and female B.Ed. students. A comparative analysis of mean scores of teaching attitude of male and female B.Ed. students is given in table
60

4.8. Table 4.8 Sex N Mean S.D C.V. Level of Significanc e

Not significant at 0.05 and 0.01 level of significance

Male

60

254.43

17.91 0.398

Female

60

253.13

17.86 attitude of male and

The mean value of teaching

female B.Ed. students are 254.43 and 253.13 respectively. The difference between mean is 1.3. To establish whether the difference between mean is significant or not due to sampling error or chance t critical value is calculated and is expressed as Z (sigma score) because the present sample is a large sample. The computer t critical value is 0.398773 (0.398) that is less than 1.96 (0.05) and 2.58 (0.01) the standard values required to reach 5% and 1% level of significance. Thus, it can be conclded that this difference of means is not significant at 0.05 as well as 0.01 level of significance. Hence the null hypothesis of no significant difference in the mean score of male and female B.Ed. students is not rejected. It shows that sex factor has no impact on the attitude of B.Ed.
61

students towards teaching. DISCUSSION :The present study consists of the study of relationship between emotional intelligence and teaching attitude of B.Ed. students. The research has formed four null hypothesis in order to achieve the objectives of the study. Except null hypothesis 3 and 4 all the other null hypothesis are rejected. The collected data was interpreted and analyzed on the basis of formed hypothesis. The observed value of t is found not significant at 0.01 as well as 0.05 level of significance. It is infused in the mean score of teaching attitude and emotional intelligence in relation to sex. Further it is also pointed out that emotional intelligence and teaching attitude has significant and positive co-relation.

62

CHAPTER 5
FINDINGS, CONCLUSION, RECOMMENDATION AND FURTHER SUGGESTIONS
In the previous chapter data analysis, interpretation and results have been discussed. This chapter is related with findings, conclusion, recommendations and further

suggestions. The findings of the study are presented here in

accordance with the objective. 5.1 FINDINGS :-

1.

The intelligence level of male and female B.Ed. students is above average.

2.

Both

male

and

female

B.Ed.

students

have

favourable/positive attitude towards teaching. 3. There is a significant relationship between teaching attitude and emotional intelligence of female B.Ed. students.

63

4.

There is a significant relationship between teaching attitude students. and emotional intelligence of male B.Ed.

5.

There is no significant difference in the mean score of teaching attitude and emotional intelligence in relation to sex.

5.2

CONCLUSION :Purpose of the study is to find out the correlation

between emotional intelligence and teaching attitude of B.Ed. students of Panipat district. In accordance with the analysis done and interpretations made of the data the following conclusion is made keeping in view the purpose stated above. There is a significant correlation between emotional intelligence and teaching attitude. There is no significant difference in the mean score of teaching attitude and emotional intelligence in relation to sex. 5.3 RECOMMENDATION:This study is truly and sincerely followed has tremendous impact on education especially for teachers.

64

These findings can be applicable at several stages. Bar (1967) states that to select, recruit, educator and assign teachers to particular teaching profession position in an acceptable manner. As this study is confined to B.Ed. students, it can help in the recruitment of prospective teachers in training colleges. This study can also be used as an evaluation tool to study profession has developed or not. The present study also reveals the attitude of teachers towards their contest and methodology, children and school environment. Hence, it can be utilize to evaluate different aspect of the organizational climate. This study also reveals the fact that in the present century emotional intelligence of a person accounts more than intelligence in his success.

5.4

EDUCATIONAL IMPLICATIONS:No research can be said to be complete in itself

especially in behavioured science. The

present study has

adequately dealt with emotional intelligence and teaching attitude of B.Ed. students. The findings of the study have

65

importance to educational thinkers, teacher, psychologists and others who are teacher, psychologists and others who are concerned with the sphere of education. The conclusion related to emotional intelligence and teaching attitude shows that the students having high emotional intelligence are better for teaching. The present study also helps the individual to choose the correct carrier because I.Q. contributes 20% of the factor that determine success. It means that emotional intelligence is more valuable for success that the I.Q. and other factor. One of the implications of the present conclusion for teacher educators is that their curriculum, syllabi, text book, method of teaching etc. all should be modeled in such a fashion that they can utilize their energies in the right direction. It is, therefore, most important for student teacher to develop the emotional intelligence to become a perfect teacher. 5.5 FURTHER SUGGESTIONS:The following studies related to the present study can be undertaken

66

 The same study can also be done on all the population of B.Ed. students of Haryana. A comparative study of emotional intelligence in relation to teaching attitude of B.Ed. students and working teachers. A comparative study of attitude towards teaching of any other teacher education programme like N.T.T., D.I.E.T can be made. A comparative study of attitude towards teaching of the same teacher educational programme like B.Ed. but in different areas e.g. North and South India for knowing the impact of environment. A study of relationship between emotional intelligence and teaching attitude of school teachers working in rural areas can be made. The same study can be done on the teachers working in the urban area. A comparative study of attitude of B.Ed. and J.B.T. students towards teaching can be made. A study can be concluded to study the impact of various tactors like age, sex, environmental condition on emotional intelligence.

67

 A comparative study of emotional intelligence of urban and rural students can be undertaken.

68

SUMMARY
INTRODUCTION :We are at the beginning of a new century. Today intelligence and success are not viewed the same way they were before. New theories of intelligence have been

introduced and are gradually replacing the traditional theory. Now, has established that I.Q. accounts only 20% of a persons success in life. The balance can be attributed to emotional or E.Q. Historically speaking the term emotional intelligence was introduced in 1990 by two American University Professors Dr. John Major and Dr. Salovey in their attempt to develop a scientific measure for knowing the differences in peoples ability in the areas of emotions. The present study shows the relationship between emotional intelligence and teaching attitude of male and female respondents. The schools having good, effective teacher can succeed in reshaping the country. Good teachers are responsible for improving the quality of its citizens.

69

DEFINITION OF THE TERMS:EMOTIONAL INTELLIGENCE:It is the ability to perceive emotions, to access and generate emotions. So as to assist thought to understand emotions regulated and emotional So, knowledge as to and to reflectively and

emotions.

promote

emotional

intellectual growth. TEACHING ATTITUDE:Attitude is a particular feeling about something, it, therefore, involves a tendency to behave in certain way in situations which involves that something whether person, idea, or an object. It is partially rational and partially emotional and is acquired not inherent in an individual. STATEMENT OF THE PROBLEM:In the present time it has been established that I.Q. accounts only 20% of a persons success in every field of life. The balance can be attributed to emotional intelligence, a term introduce in 1990 by two American University professors. Emotional intelligence plays an active role in the formation of an individuals personality, interest and attitude. The

70

researcher tried to find out correlation between emotional intelligence and teaching attitude under the title : Comparative Study of Relationship between Emotional Intelligence and Teaching Attitude of B.Ed. Students. OBJECTIVES:Objectives of the study are given below:-

1.

To study the emotional intelligence of B.Ed. students (Male and female) of Panipat district.

2.

To study the teaching attitude of B.Ed. (Male and female) B.Ed. students of Panipat district.

3.

To study the correlation between Emotional intelligence and teaching attitude of B.Ed. students.

4.

To study the correlation between emotional intelligence and teaching attitude of female B.Ed. students.

5.

To study the correlation between emotional intelligence and teaching attitude of male B.Ed. students.

6.

To compare the mean scores of male and female students regarding emotional intelligence.

71

7.

To compare the mean scores of male and female students regarding teaching attitude.

HYPOTHESIS:-

1.

There is no significant correlation between emotional intelligence and teaching attitude of the female B.Ed. students of Panipat.

2.

There is no significant correlation between emotional intelligence and teaching attitude of the male B.Ed. students of Panipat.

3.

There is no significant difference in the mean score of emotional intelligence of male and female B.Ed. students of Panipat.

4.

There is no significant difference in the mean score of teaching attitude of male and female B.Ed. students.

DELIMITATION OF THE STUDY:-

1.

The study can be conducted to all prospective teachers of different educational programmes e.g. (N.T.T., DIET, B.Ed.) but it is delimited to B.Ed. students only.

2.

The study can be conducted to all B.Ed. students of

72

Haryana but it is delimited to B.Ed. students of Panipat district. DESIGN OF THE STUDY:Design of the study is an essential part of a research project because design provides a picture of what and how to do the work before starting it. It has been determined from time to time that a suitable research design guards against the collection of co-relevant data and gives more economy so in any research project design provides the researcher a blue print of research dictates the boundaries of project and helps in controlling the experiment extraneous error, variance of the problem under-investigation. TOOL USED:The study needed the collection of data of emotional intelligence and teaching attitude so the researcher has used Mangal Emotional Intelligence Inventory developed by Dr. S.K. Mangal and Mrs. Shubra mangal and the Teacher Attitude Inventory developed by Dr. S.P. Ahluwalia.

73

METHOD USED:Normative survey method is applied in this study to find out the relationship between emotional intelligence and teaching attitude male and female B.Ed. students. PROCEDURE OF THE STUDY:There is a systematic procedure for all research but the procedure of all research differ as all research have different objectives, methods, population etc. for this study the researcher followed the given procedure. First selected the area and the problem of the study the formulated the objectives and hypothesis for the research. Then selected the sample and tools to collect the data. Now, administered the selected tool to the selected sample and collect data. Then analyzed and interpreted the data and draw conclusion on the basis of objectives and hypothesis make in the beginning. POPULATION:The population for the research includes male and female B.Ed. students studying in colleges of education of Panipat district.

74

SAMPLE:The investigator has taken randomly a sample of 120 Prospective teachers from the given three colleges of

education in Panipat district i.e. 40 female students from college of education. 40 students (30 male and 10 female) from college of education, Panipat and 40 students (30 male and 10 female) from colleges of Education, Panipat. STATISTICAL TECHNIQUE:Keeping the nature of the study and the nature of objective, the researcher used such statistical techniques with helped in the analysis and interpretation. The researcher has followed short method for computing the mean. The formula is given here Mean =

X /N
= is the total sum of the marks.

X
N

= Total number of students.

Correlation :Pearsons Product Moment Correlation r is calculated between Emotional Intelligence and teaching attitude of the

75

entire sample and of male and female B.Ed. students separately using following formula :

r=

XY X Y
2

XY = sum of all the products of deviation (each x deviation

multiplied by its corresponding y deviation)

x y
3.

= sum square of all x deviation. = sum square of all y deviation. To establish whether the difference between two means

it significant or not t critical value calculated and is expressed as Z (sigma score) because the present sample is a large sample. To calculates thet critical value the researcher has followed the following method:M1 M 2 critical value (z) = S .Ed . M1 M2

= is mean attitude/emotional score of group I. = is mean score of Group II. = is standard error of mean difference which can

S.E.

76

be calculated as under :-

S.E. =

N1

N2

1= is S.D. of Group. 1 2= is S. D. of Group 2 N1= Total No. of Group 1. N2= Total No. of Group 2.

ANALYSIS AND INTERPRETATION:The present study consists of the study of the comparative study of relationship between emotional

intelligence and teaching attitude of B.Ed. students. The researcher has formed 4 null hypothesis in order to achieve the objectives of the study. Except null hypothesis 3 and 4 all the other null hypothesis are rejected. The collected data was interpreted and analyzed on the basis of formed hypothesis. The observed value of t is found not significant 0.01 as well as 0.05 level of significance. It is formed in the

77

light of above discussion that there is no significant difference in the mean scores of teaching attitude and emotional intelligence in relation to sex. Further it is also pointed out that emotional intelligence attitude significant and positive correlation. CONCLUSION:Purpose of the study is to find out the correlation between emotional intelligence and teaching attitude of B.E. students of Panipat District. In accordance with the analysis done and and teaching

interpretation made of the Data, the following conclusion is made keeping in view the purpose stated above. There is a significant correlation between emotional intelligence and teaching attitude of both male and female B.Ed. students. There is no significant difference in the mean score of teaching attitude and emotional intelligence in relation to sex. EDUCATIONAL IMPLICATIONS:No research can be said to be complete in itself especially in behavioural science. The present study has

78

adequately dealt with emotional intelligence and teaching attitude of B.Ed. students. The findings of the study are likely to prone of immense importance to educational thinkers, teacher, psychologists and other who are

concerned with the sphere of education. The conclusion related to emotional intelligence and teaching attitude shows that the student having high emotional intelligence are better for teaching. The present study also help the individual to choose the correct career because I.Q. Continuous success of a person. It means that emotional intelligence is more valuable that the I.Q. and other factors. It is therefore more important for B.Ed. students to develop the emotional intelligence to become a perfect teacher. SUGGESTIONS FOR FURTHER STUDY :The following studies related to the present study can be undertaken : The same study can also be done on all the population of B.Ed. students of Haryana. A comparative study of emotional intelligence in

79

relation to teaching attitude of B.Ed. students and working teachers. A comparative study of attitude towards teaching of any other teacher education program like N.T.T., D.I.E.T. can be made. A comparative study of attitude towards teaching of the same teacher educational program like B.Ed. but in different areas e.g. North and South India for knowing the impact of environment. A study of relationship between emotional intelligence and teaching attitude of school teachers working in rural areas can be made. The same study can be done on the teachers working in the urban area. A comparative study of attitude of B.Ed. and J.B.T. teachers towards teaching can be made. A study of relationship between emotional intelligence and general teaching competency of B.Ed. students can be undertaken. A study can be concluded to study the impact of various factors like age, sex, environmental conditions on emotional intelligence. A comparative study of emotional intelligence of urban
80

and rural students can be undertaken.

81

BIBLIOGRAPHY
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development in Teaching, 1968. Baron, R : The Emotional Quotient Inventory E.Q. 1 : A test of emotional intelligence, Toronto, Multi-health System, 1996. Bernad, H.W. : Psychology of Learning and Teaching. Best, J.W. : Research in Education Prentice Hall of India (P) Ltd., New Delhi, 1963. Bhattacharya, S.P. : Review of Research on Theory of Teaching Centre of Advanced Study in Education, M.S. University, Baroda, 1974. Biddle, B.J. : The integration of Teacher Effectiveness Research In B.J. Biddle and W.J. Allen A. (Eds.) Contemporary Research on Teacher Effectiveness, Hart Renechart and Wiriston, New

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Microteaching Deptt. Of Teacher Education, NCERT, New Delhi, 1977. Ebel, R.L. (Ed.) Encyclopedia of Educational Research (Fourth Edition), The Macmillan and Company, London, 1969. Evasn, K.M. : A study of attitude towards teaching as a career, Journal of Psychology, Vol. 13, No. 1. 1998 Flanders, N.A. and Simon, A : Teacher effectiveness In R.L.

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Ebel (Ed.) Encyclopedia of Educational Research (Fourth Edition), 1969. Galeman, D : Working with Emotional Intelligence, New York : Bantam Book, 1998. Joshi, S.M. : Effectiveness of Micro Teaching as a Technique in Teacher Preparation. Programme, unpublished Doctoral Dissertation, M.S. University of Baroda, 1977. Liver, RAC and butcher : Teacher Attitude of Education Journal of Education Psychology, Vol. 38, 1969. Mayer, J.D. and Earuro, D : Selecting a Measure of emotional intelligence : The case for ability scales, second submission version : Jan. 2000 Passi, Bimla : Effect of Instruction material and feedback upon the development of the teaching skills of set induction and closure unpublished doctoral dissertation, M.S. University of Baroda, 1977. Rema, M : Factoralstructure at Teaching competencies among Senior School Teachers, unpublished doctoral dissertation, M.S. University of Baroda, 1979.
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