Personality Characteristics, Attitude and Emotional Intelligence among Secondary Level Teachers
©2017
Textbook
193 Pages
Summary
The present book was designed to find out whether there were any differences in the personality factors, attitudes and emotional intelligence of teachers at secondary level in District Srinagar, J&K. The sample for the investigation consisted of 600 secondary school teachers, out of which 300 were males and 300 were females (150 each in rural and urban dichotomy). The data was collected with the help of R.B Cattell’s 16 Personality Factor Questionnaire, S.P Ahluwalia’s Teacher Attitude Inventory and Shubra Mangal’s Teacher Emotional Intelligence Inventory. This book is believed to help teachers, research scholars, programme planners, policy makers and administrators of the concerned field.
Excerpt
Table Of Contents
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to them. However, a very few teachers are aware about their pitfalls in dealing with the
tender some students who are supposed to be path breaker instead they are lurching
towards their personality. The key point in the educational decorum is undoubtedly the
teacher. In comparison to other, the progress and prosperity of children depend much on
teacher. No one can take place of teachers or influence children in the manner the way he
imparts; it is possible, only for them all alone to do. A teacher is to be the member of
pious deeds.
Teacher education has been undergoing transformations over the years and
assuming new meanings and dimensions due to changes in socio-cultural and political
conditions of the society, especially, after independence the country has made new strides
in the field of education and formulated new polices and programmes for realizing the
emerging national goals. It has been felt that teacher education is a critical area in which
adequate inputs and investments are to be made for developing not only human resources
but also physical resources. Iniobong opined that the future of any nation depends on the
quality of teachers. Quality education is a pre-requisite for national, regional and global
development. The maxim that no educational system can rise above the quality of its
teachers shows the role of the teacher and teacher education programs in national
development. Knowledge acquired through education and its practical applications have
always been a key factor for the overall growth. For delivery of quality education, we
need quality teachers who are committed to teaching and equipped with necessary
knowledge, skills and competencies for effective teaching. Quality teachers and teaching
only can be the strong agents of social re-engineering and national reconstruction.
Educationists, no matter, how different their educational philosophies and ideologies may
be admit that the ultimate test of nation's greatness is the quality of her citizens which
depends upon the quality of her teachers. Considering any efficient education system or
educator, effective instructional strategies with identity and high potentials in which the
contents were delivered are the main pillars of quality education system.
Education is purposefully designed process aiming at fostering the harmonious
and healthy development of individuals as protective, successful and well adjusted person
in society. It is the personality which makes distinction in one man and another.
Personality is the organization of the internal and external activities. An important and
often neglected facet of a teacher is his personality. There is a great diversity amongst
people, most individuals are remarkably consistent over long periods of time in the way
they think, experience the environment and behave towards it. Personality is the stable set
of characteristics and tendencies that determine those commonalities and differences in
the psychological behavior (thoughts, feelings and actions) of people that have continuity
in time and that may or may not be easily understood in terms of social and biological
pressures of the immediate situation alone. Thus, personality is not fixed state but a
dynamic totality which is continuously changing due to interaction with the environment.
Personality is known by the conduct, behavior, activities, movements and everything else
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concerning the individual. It is the way of responding to the environment. In short,
personality is the total quality of the structures, attitudes, interests, capacities, aptitudes
and behavior patterns which are manifested in man's relation with the environment. The
way in which an individual adjusts with the external environment is personality. S. S.
Dhanraj (2013) found that Male teachers have better Personality and are well adjusted
than female teacher. Biswas, Chandra and Tinku (1995) examined the effectiveness of
secondary teachers in relation to sex of teacher, location of school (rural and urban),
management (Government and Private), type (boys, girls and coeducation) and
organizational climate of schools. Results reveal that female teachers were more effective;
whereas location and management of schools have no significant influence on teacher
effectiveness; the teachers of schools with an open climate were most effective while
those in schools with a closed climate were least effective. K. Uday (1999) found that
male teachers are professionally more competent than female.
The teacher is expected to function not only as a purveyor of knowledge but also
acts as moulder of child's total personality. In our country and culture, a teacher is held in
great honor and respect. Therefore, the teacher should have keen sense of good attitude
for teaching, so that he can guide the whole generation. How a teacher performs his duty
as a teacher is dependent to a great extent on his attitudes and beliefs. Several studies have
proved that attitude of teacher influences the behavior of the student. The teachers have to
perform a very responsible job of predicting the features of future society and preparing
individuals to fit in that society. Hence teachers are expected to possess positive attitude
towards teaching profession. Similarly teachers have always played a major role in social
and national reconstruction and will continue to do so in future too. The need of the hour
is to have competent, committed and professionally well qualified teachers who can meet
the demands of the society.
Good teachers are inseparable from Emotional Intelligence. Teaching carried out
by emotionally matured teachers would be more stable than that of emotionally unstable
teachers. Teachers who are emotionally mature are generally self-aware, can make
personal decision and manage their feelings well. They can handle stress, empathize with
others, can communicate well and can build trust in others. Emotionally matured teachers
have the capacity to recognize their strengths and weaknesses and can take responsibility
for their actions. They can be assertive without being insulting and know when to lead and
when to follow. They are effective as leaders and resolve conflicts following win-win
model. Thus, emotionally matured teachers can think better as well as act to facilitate
learning. Gibson and Dembo (1984) in a study found that teachers with high emotional
intelligence are better equipped to keep their students engaged in learning activities.
Woolfolk and Hoy (1990) found that teachers with higher emotional intelligence are more
humanistic in their approach. Goleman (1995) pointed out for the teachers that the degree
of emotional intelligence positively predicted degree of life success. Mayer, et al. (1999)
found emotional intelligence increases with age and experience. Petrides and Furnham
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(2000) found emotional intelligence of males were higher than female. Singh, M. O.;
Chaudhary, P. and Asthana, M. (2008) revealed significant difference in emotional
intelligence of rural and urban adolescents, indicating urban adolescents are better than
their rural counterparts.
Need and importance of the study
As we know that learning is highly emphasized in education and on the other hand
teachers are guides, facilitators, leaders, and coaches of students. Aspects of teachers role
in students encompass answering queries, clarifying points, diagnosing misconceptions,
providing alternative explanations, assisting students to relate material to their individual
situations, and helping with the application and practice of principles. Another important
aspect of teacher's role is that of assisting students to become independent learners. With
his guidance, students can be encouraged to dig deeper and to explore the unknown to
support their ideas, thoughts, comments, and feelings. An innovative teacher can create
ways to build mutual successes between themselves and students. Therefore teachers must
be able to tolerate new ideas and differences of opinion.
The teacher should be
emotionally stable because it has to serve the society and shapes the intellectual behavior
of students. If the teacher is not emotionally stable then it will badly affect the mindset of
students. The gravitational centre in this classroom, despite all kinds of technological
developments, remains to be teacher who, unlike an ordinary worker, acts as a master
craftsman, an artist, a strategist and a powerful motivator. The education commission
(1964-66) observed, "Of all the different factors which influence its quality of education
and its contribution to national development, the quality, competence and character of
teachers are undoubtedly the most significant". Today, education is increasingly being
regarded as the major weapon in the crusade for supremacy on the economic front.
Television, telephone and computers are reshaping practically every walk of life,
including education. The classrooms of tomorrow could be entirely different from those
of today. The teachers will play a very significant role. It would not only be complex but
also full of challenges, because dependence on the teacher will gradually diminish for an
individual leaner. Emotional Intelligence plays a vital role in the process of teaching as
well; it has direct impact on the teacher's behavior working in an organization and it is
important for the success of their profession. Teachers are considered as the main pillar in
the educational system. They are the moderators through which the knowledge can be
transferred to the students who represent the foundation of the society. The teacher
becomes effective and efficient one due to his teaching; teaching requires special talent
and a sense of emotional balance.
Emotion affects how and what he teaches in classroom. Emotion has a stronger
impact on human behavior than thinking. In the words of Mayer & Salovey, Emotional
intelligence is thus defined as the ability to perceive emotion, integrate emotion to
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facilitate thought, understand emotions, and to regulate emotions to promote personal
growth. Emotional Intelligence is a vital ability that teachers have to develop if one wants
to solve personal, social and classroom issues in a more effective way. In improving their
emotional intelligence they should first develop self awareness by identifying our own
emotions as anger, resentment, elation, etc., and then we become more conscious about
ourselves and have a better control of our actions and reactions. Through making control
on emotion by using his intelligence the teacher done his job perfectly in all conditions
that arises in front of him. The place and importance of teacher in the society and the
nation can hardly be over emphasized. It does not take much to realize that the quality of
the nation depends upon the quality of its citizens. The quality of its citizens depends not
exclusively, but in critical measure upon the quality of education. The quality of
education depends, more than any other single factor, upon the quality of the teachers. A
school may have excellent material resources equipment building, library, laboratory and
other essential teaching learning facilities along with a curriculum appropriately devised
to suit the community needs. But if the teachers are misfit or indifferent then the whole
programme is likely to be ineffective and wasted. Hence, the problem of identification of
teachers is of prime significance for realizing desirable education goal. It is not only
desirable but obligatory too, to find out the associating factor of teacher's attitude,
teacher's attitude towards teaching profession their adjustment, interest in teaching;
values are such significant factors which have their bearing upon teacher and his teaching.
Therefore, the present study was a simple attempt in this direction. After going through a
number of research studies, the investigator felt that information on the problem under
study is scanty. Hence, it was felt that there is an urgent need to investigate the
Personality Characteristics, Attitudes and Emotional Intelligence of Teachers at
Secondary Level in Kashmir.
Objectives of the Study
The following objectives have been formulated for the present study:
1. To study the Personality Characteristic, Attitude and Emotional Intelligence of Secondary
School Teachers.
2. Compare Male and Female Secondary School teachers on Personality Factors.
3. Compare Rural and Urban Secondary School teachers on Personality Factors.
4. Compare Urban Male and Urban Female Secondary School teachers on Personality
Factors.
5. Compare Rural Male and Rural Female Secondary School teachers on Personality
Factors.
6. Compare Urban Male and Rural Female Secondary School teachers on Personality
Factors.
6
7. Compare Rural Male and Urban Female Secondary School teachers on Personality
Factors.
8. Compare Urban Male and Rural Male Secondary School teachers on Personality Factors.
9. Compare Urban Female and Rural Female Secondary School teachers on Personality
Factors.
10. Prepare Personality Profile of secondary School teachers on the basis of sex and Rural
Urban dichotomy.
11. Compare Male and Female Secondary School teachers on their Attitudes.
12. Compare Rural and Urban Secondary School teachers on their Attitudes.
13. Compare Urban Male and Urban Female Secondary School teachers on their Attitudes.
14. Compare Rural Male and Rural Female Secondary School teachers on their Attitudes.
15. Compare Urban Male and Rural Female Secondary School teachers on their Attitudes.
16. Compare Rural Male and Urban Female Secondary School teachers on their Attitudes.
17. Compare Urban Male and Rural Male Secondary School teachers on their Attitudes.
18. Compare Urban Female and Rural Female Secondary School teachers on their Attitudes.
19. Compare Male and Female Secondary School teachers on their Emotional Intelligence.
20. Compare Rural and Urban Secondary School teachers on their Emotional Intelligence.
21. Compare Urban Male and Urban Female Secondary School teachers on their Emotional
Intelligence.
22. Compare Rural Male and Rural Female Secondary School teachers on their Emotional
Intelligence.
23. Compare Urban Male and Rural Female Secondary School teachers on their Emotional
Intelligence.
24. Compare Rural Male and Urban Female Secondary School teachers on their Emotional
Intelligence.
25. Compare Urban Male and Rural Male Secondary School teachers on their Emotional
Intelligence.
26. Compare Urban Female and Rural Female Secondary School teachers on their Emotional
Intelligence.
Hypotheses
The following hypotheses have been formulated for the present study:
1. Male and Female Secondary School teachers differ significantly on Personality Factors.
2. Rural and Urban Secondary School teachers differ significantly on Personality Factors.
3. Urban Male and Urban Female Secondary School teachers differ significantly on
Personality Factors.
4. Rural Male and Rural Female Secondary School teachers on differ significantly
Personality Factors.
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5. Urban Male and Rural Female Secondary School teachers differ significantly on
Personality Factors.
6. Rural Male and Urban Female Secondary School teachers differ significantly on
Personality Factors.
7. Urban Male and Rural Male Secondary School teachers differ significantly on
Personality Factors.
8. Urban Female and Rural Female Secondary School teachers differ significantly on
Personality Factors.
9. There is a similarity in the personality profile of Secondary school teacher on the basis of
sex and urban rural dichotomy
10. Male and Female Secondary School teachers differ significantly on their Attitudes.
11. Rural and Urban Secondary School teachers differ significantly on their Attitudes.
12. Urban Male and Urban Female Secondary School teachers differ significantly on
Attitudes.
13. Rural Male and Rural Female Secondary School teachers differ significantly on
Attitudes.
14. Urban Male and Rural Female Secondary School teachers differ significantly on
Attitudes.
15. Rural Male and Urban Female Secondary School teachers differ significantly on
Attitudes.
16. Urban Male and Rural Male Secondary School teachers differ significantly on Attitudes.
17. Urban Female and Rural Female Secondary School teachers differ significantly on
Attitudes.
18. Male and Female Secondary School teachers differ significantly on Emotional
Intelligence.
19. Rural and Urban Secondary School teachers differ significantly on Emotional
Intelligence.
20. Urban Male and Urban Female Secondary School teachers differ significantly on
Emotional Intelligence.
21. Rural Male and Rural Female Secondary School teachers differ significantly on
Emotional Intelligence.
22. Urban Male and Rural Female Secondary School teachers differ significantly on
Emotional Intelligence.
23. Rural Male and Urban Female Secondary School teachers differ significantly on
Emotional Intelligence.
24. Urban Male and Rural Male Secondary School teachers differ significantly on Emotional
Intelligence.
25. Urban Female and Rural Female Secondary School teachers differ significantly on
Emotional Intelligence.
8
Operational Definition of Variables / Terms
1. Personality Characteristic: Personality Characteristic in the present investigation
refers to the scores obtained by subjects on 16PF of R. B. Cattell.
2. Attitude: Attitude in the present investigation refers to the scores obtained by
subjects on S. P. Ahluwalia's Teacher Attitude Inventory.
3. Emotional Intelligence: Emotional Intelligence in the present investigation refers to
the scores obtained by subjects on Teacher's Emotional Attitude Inventory of Shubra
Mangal.
Design of the Study
Sample
The sample for the present study consists of 600 teachers teaching at secondary level in
various schools in district Srinagar. The Schools were identified as per the information
given by Chief Education officer of the District Srinagar. The breakup of the sample is as
under:
Procedure
The investigator visited the various secondary schools of district Srinagar in order to
collect the data. The data was collected with the help of R.B Cattell's 16 Personality
Factor Questionnaire, S.P Ahluwalia's Teacher Attitude Inventory and Shubra Mangal's
Teacher Emotional Intelligence Inventory. The investigator personally visited the
institutions of the sample subjects and the tests were administered in the respective
institutions of the sample subjects. After the collection of data, the scoring was done
strictly as per the manuals of the test.
Statistical treatment
The statistical analysis of the data was done by finding mean, S.D and then by applying t-
test for finding the significance of the mean differences between the groups. Among all
the groups, comparison was also undertaken by applying profile similarity comparison as
recommended by R.B Cattell. The details about statistical analysis and interpretation of
the data have revealed very interesting findings which are reported here as under.
1. Male Secondary School Teachers were found to be Outgoing, More Intelligent,
Emotionally Stable, Assertive, Moralistic, Bold, Tough Minded, Hard to Fool, tended to
be interested in Intellectual matters, preferring own decisions, tended to have strong
control of their emotions, Imaginative, Apprehensive, Experimenting, Resourceful and
Relaxed whereas Female Secondary School Teachers were found Reserved, Less
Intelligent, Emotionally Less Stable, Submissive, Expedient, Shy, Tender Minded,
Trusting, Practical, Self-assured, Conservative, Group Oriented and Tense. Further, the
results were also verified by drawing the profile similarity comparison between Male
9
and Female Secondary School Teachers on 16 Personality Factors. However, the result
indicates that there is slight similarity in the Personality Profile of Male and Female
Secondary School Teachers.
2. The Urban Secondary School Teachers were found to be Good Natured, realistic about
life, authoritarian and carefree. They were often chosen as elected leaders usually
conscientious and moralistic, ready to face wear and tear in dealing with people,
Outgoing, More Intelligent, Emotionally Expressive, Quick to grasp ideas, Fast learners,
maintain solid group morale, Emotionally Stable, Assertive, Enthusiastic, Moralistic,
Bold, Tough Minded, Hard to Fool, Imaginative, Apprehensive, Experimenting and
Relaxed where as Rural Secondary School Teachers were found Reserved, Less
Intelligent, Emotionally Less Stable, Submissive, Sober, Expedient, Shy, Tender
Minded, Trusting, Practical, Self-assured, Conservative, and Tense. Further, the results
were also verified by drawing the profile similarity comparison between Rural and
Urban Secondary School Teachers on 16 Personality Factors. It indicates that there is
slight similarity in the Personality Profile of Urban and Rural Secondary School
Teachers.
3. Urban Male Secondary School Teachers were found to be adaptable, bright, Outgoing,
More Intelligent, mature, Emotionally Stable, Enthusiastic, Moralistic, Bold, Tough-
minded, Hard to Fool, Imaginative, Forthright, Apprehensive, Experimenting, Group
Oriented and Relaxed where as Urban Female Secondary School Teachers were found
Reserved, Less Intelligent, Emotionally Less Stable, Sober, Expedient, Shy, Tender
Minded, Trusting, Practical, Shrewd, Self-assured, Conservative, Resourceful and
Tense. Further, the results were also verified by drawing the profile similarity com-
parison between Urban Male and Urban Female Secondary School Teachers on 16
Personality Factors. It indicates that there is similarity in the Personality Profile of Urban
Male and Urban Female Secondary School Teachers.
4. Rural Male Secondary School Teachers were found to be Outgoing, More Intelligent,
Emotionally Stable, Dominant, Enthusiastic, Moralistic, Bold, Hard to Fool,
Imaginative, Genuine, Apprehensive, Experimenting, Resourceful, Lax, Relaxed where
as Rural Female Secondary School Teachers were found Reserved, Less Intelligent,
Emotionally Less Stable, Submissive, Sober, Expedient, Shy, Trusting, Practical,
Shrewd, Self-assured, Conservative, Group Oriented, Compulsive, and Tense. Further,
the results were also verified by drawing the profile similarity comparison between
Rural Male and Rural Female Secondary School Teachers on 16 Personality Factors. It
indicates that there is slight similarity in the Personality Profile of Rural Male and Rural
Female Secondary School Teachers.
5. Urban Male Secondary School Teachers were found to be Outgoing, More Intelligent,
Emotionally Stable, Dominant, Enthusiastic, Moralistic, Bold, Tough Minded, and Hard
to Fool, Imaginative, Apprehensive, Experimenting, Resourceful and Lax Whereas
Rural Female Secondary School Teachers were found Reserved, Less Intelligent,
10
Emotionally Less Stable, Submissive, Expedient, Sober, Shy, Tender Minded, Trusting,
Practical, Self-assured, Conservative, Group Oriented and Compulsive. Further, the
results were also verified by drawing the profile similarity comparison between Rural
Male and Rural Female Secondary School Teachers on 16 Personality Factors. The
value of w d
2
is150.27 and r coefficient is -0.45 which is significant at 0.01 level. It
indicates that there is dissimilarity in the Personality Profile of Urban Male and Rural
Female Secondary School Teachers.
6. Urban Female Secondary School Teachers were found to be Reserved, More Intelligent,
Emotionally Stable, Expedient, Hesitant, Hard to Fool, Forthright, Apprehensive,
Experimenting, Resourceful, Lax and Tense where as Rural Male Secondary School
Teachers were found Outgoing, Less Intelligent, Emotionally Less Stable,
Conscientious, Bold, Trusting, Shrewd, Self-assured, Conservative, Group Oriented,
Compulsive and Relaxed. Further, the results were also verified by drawing the profile
similarity comparison between Urban Female and Rural Male Secondary School
Teachers on 16 Personality Factors. The result indicates that there is slight similarity in
the Personality Profile of Rural Male and Rural Female Secondary School Teachers.
7. Urban Male School Teachers were found to be Outgoing, More Intelligent, Emotionally
Stable, Enthusiastic, Conscientious, Hesitant, Hard to Fool, Practical, Apprehensive,
Experimenting, Resourceful and Relaxed whereas Rural Male Secondary School
Teachers were found Reserved, Less Intelligent, Emotionally Less Stable, Restrained,
Expedient, Bold, Trusting, Imaginative, Self-assured, Conservative, Group Oriented and
Relaxed. Further, the results were also verified by drawing the profile similarity com-
parison between Urban Male and Rural Male Secondary School Teachers on 16
Personality Factors. The value of wd
2
is 56.20 and r coefficient is 0.044 which is not
significant. It indicates that there is slight similarity in the Personality Profile of Urban
Male and Rural Male Secondary School Teachers.
8. Rural Female Secondary School Teachers were found to be Outgoing, More Intelligent,
Emotionally Stable, Assertive, Enthusiastic, Expedient, Hesitant, Tough Minded, Hard
to Fool, Practical, Shrewd, Apprehensive, Experimenting, Resourceful, Compulsive and
Relaxed where as Urban Female Secondary School Teachers were found Reserved, Less
Intelligent, Emotionally Less Stable, Submissive, Restrained, Conscientious, Bold,
Tender Minded, Trusting, Imaginative, Forthright, Self-assured, Conservative, Group
Oriented, Lax and Tense. Further, the results were also verified by drawing the profile
similarity comparison between Rural Female and Urban Female Secondary School
Teachers on 16 Personality Factors. The value of wd
2
is 72.28 and r coefficient is -
0.05 which is not significant. It indicates that there is slight dissimilarity in the
Personality Profile of Rural Female and Urban Female Secondary School Teachers.
9. Male in comparison to female secondary school teachers have a better teaching
profession skill which includes well organization, management of time, well
preparedness and make good use of materials. They always give try to provide relevant
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ideas to the students and undertake challenging activities, adequately take part in the
educational process and have very good relationship with other teachers where as the
two groups are similar on Classroom Teaching, child Centered Practices and Attitude
towards pupils. The study revealed that male secondary school teachers have better
attitude as compared to female secondary school teachers.
10. Urban in comparison to rural secondary school teachers were found to have better
teaching profession skills, expertness, knowledge, authoritative, resourceful,
experienced, up to date and good listeners and have better classroom teaching, ade-
quately take part in the educational process and have very good relationship with Pupils
and also with other teachers as compared to rural secondary school teachers where as the
two groups are similar on child centered practices. The study further revealed that urban
secondary school teachers have better attitude as compared to rural secondary school
teachers.
11. Urban male as compared to urban female secondary school teachers have better teaching
profession skills, make good use of materials and teaching aids, always come fully
prepared in the classroom, manages time well and are always well organized. They also
have effective classroom teaching and better relationship with pupils through their
approach, good listeners, responsive attitude and openness as compared to Urban Female
School Teachers. The study further revealed that urban male secondary school teachers
have better attitude as compared to urban female secondary school teachers.
12. Rural male as compared to rural female secondary school teachers were found to be
resourceful, knowledgeable, attentive and responsive. They have effective Classroom
Teaching and better attitude towards Pupils and fellow teachers as compared to rural
female school teachers. The study further revealed that rural male secondary school
teachers have better attitude as compared to Rural Female School Teachers.
13. Urban male as compared to rural female secondary school teachers are highly
responsive, patient, confident, moralistic, rationalist, reformer, up to date open, resource-
ful, attentive and make well use of time in classroom as compared to rural female
secondary school teachers. The study further revealed that urban male secondary school
teachers maintain good rapport with students and other fellow teachers as compared to
rural female Secondary School Teachers. The study revealed that urban Male Secondary
School Teachers have better attitude as compared to rural female secondary school
teachers.
14. Rural male as compared to urban female secondary school teachers indicates that rural
male secondary school teachers encourages child to explore their interest and focus on
developing a unique sense of creativity of learning new concepts and solve problem.
They also tend to have good attitude towards fellow teachers whereas urban female
secondary school teachers have better attitude towards classroom teaching and child
centered practices. However, both the groups have same attitude towards the process of
education. The study further revealed that both the group have similar attitude.
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15. Urban male as compared to rural male secondary school teachers were found to have
better attitude towards teaching profession, classroom teaching and better attitude
towards pupils and fellow teachers whereas rural male secondary school teachers have
better attitude towards educational process. However, both the groups have same attitude
towards Child Centered Practices. The study further revealed on the whole both the
group have similar attitude.
16. Urban female in comparison to rural female secondary school teachers were found to be
expert, knowledgeable, resourceful and up to date and make good use of materials and
always undertake challenging activities. However, both the groups have same attitude
towards Classroom Teaching. However, both the groups have same attitude towards
Classroom Teaching.
17. Male as compared to female secondary school teachers were found to have the art of
empathizing, influencing, committed towards work, highly optimistic, service oriented,
possess innate desires to achieve, bring positivity in a diverse situation, have self-
confidence, self control, possess skill of self-management, possess teamwork capability,
problem solving attitude, always try to develop and build bonds with others and initiate a
positive change. The study further revealed that Male Secondary School Teachers have
better Emotional Intelligence as compared to Rural Female Secondary School Teachers.
18. Rural as compared to Urban Secondary School Teachers were found to be highly
optimistic, service oriented empathizing, influencing, committed towards work, possess
innate desires to achieve, bring positivity in a diverse situation, have teamwork
capability, self-confidence, self control, possess skill of self-management, initiate and
manage changes amicably, problem solving attitude and initiate a positive change. The
Study further revealed that Male Secondary School Teachers have better Emotional
Intelligence as compared to Rural Female Secondary School Teachers.
19. Urban Male as compared to Urban Female Secondary School Teachers were found to be
highly influencing, committed towards work, optimistic, service oriented, possess innate
desires to achieve, bring positivity in a diverse situation, self-confidence, self control,
possess skill of self-management, teamwork capability, problem solving attitude,
building bonds and initiate a positive change, initiate and manage changes amicably. The
Study further revealed that that Urban Male Secondary School Teachers have better
Emotional Intelligence as compared to Urban Female Secondary School Teachers.
20. Rural Male as compared to and Rural Female Secondary School Teachers are highly
committed towards work, influencing, optimistic, service oriented, possess innate desires
to achieve, bring positivity in a diverse situation, self-confidence, self control, possess
skill of self-management, teamwork capability, problem solving attitude, possess
capability of building bonds and initiate a positive change, initiate and manage changes
amicably. However, it also reveals that Rural Female Secondary School Teachers have
high Inter Personal Management in comparison to their counterparts. The Study further
13
revealed that Rural Male Secondary School Teachers have better Emotional Intelligence
as compared to Rural Female Secondary School Teachers.
21. Urban Male as compared to and Rural Female Secondary School Teachers were found
Possess innate desires to bring positivity in a diverse situation, highly committed
towards work, influencing, optimistic, service oriented, have self-confidence, self
control, possess skill of teamwork capability and have problem solving attitude, and
initiate a positive change. The Study further revealed that Urban Male Secondary School
Teachers have better Emotional Intelligence as compared to Rural Female Secondary
School Teachers.
22. Rural Male as compared to Urban Female Secondary School Teachers were optimistic
towards profession, service oriented, Possess innate desires to bring positivity in a
diverse situation, possess skill of teamwork capability and have problem solving
attitude, and initiate a positive change. The Study further revealed that that Urban Male
and Urban Female Secondary School Teachers have same Emotional Intelligence.
23. Urban Male as compared to Rural Female Secondary School Teachers were found to be
service oriented, optimistic towards profession, Possess innate desires to bring positivity
in a diverse situation, possess skill of teamwork capability and have problem solving
attitude, and initiate a positive change. The two groups differ significantly at 0.01 level
on the composite score which indicates that Urban Male Secondary School Teachers
have better Emotional Intelligence as compared to Rural Male Secondary School
Teachers.
24. Urban Female as compared to Rural Female Secondary School Teachers are optimistic
towards profession, service oriented, Possess innate desires to bring positivity in a
diverse situation, possess skill of teamwork capability and have problem solving
attitude, and initiate a positive change. The Study further revealed that Urban Female
Secondary School Teachers have better Emotional Intelligence as compared to Rural
Female Secondary School Teachers.
14
Introduction
================================================================
Man is a social animal and the education plays an important role throughout his life. No
civilized society is believed possible for an individual to be fit for adult life if it does not
have some degree of formal education. It has universally been accepted that prosperity of
a nation is also reflected in its educational system. Quality of a nation depends upon
quality of its people and economic growth but both depend upon quality of education, the
fact remains same that the most important factor in the education process is the teacher.
The teacher is the key of any educational reconstruction. The teacher should be an
integrated individual, skilled in the art and science of human relations and conscious of
the wide variety of behavior patterns in the world to which he may have to adjust. The
development of a nation depends upon their students and the all over development of a
student depends upon his teacher. Only a teacher develops the capacity among the
children for adjusting in home, school and society. The Kothari Commission (1964-66)
has lightly pointed out "the destiny of the country is being shaped in her class rooms."
Evidently the commission has in mind the role of the teacher in realizing the goal of
national reconstruction. Teachers have important role to play in shaping the further
generation. The role of the teachers in democratic system of education is very crucial.
They have to act as friends, philosophers and guides of the students, and help them to
march forward to establish a new social structure. The role of the teachers in moulding the
personality of the students depends on the aims of education. It is the responsibility of the
teachers to develop the physical, mental, social, emotional, intellectual and aesthetic
aspects i.e. total personality of the students. Vivekananda said, "Education is the
manifestation of divine perfection, already existing in men". He wanted that the aim of
education should be man-making. It is good that educationalists and educational planners
in India have started realizing that only securing enough teachers will not do, as what is
equally important is securing the right type of teachers. Teacher is the most vital factor in
the system of education. Secondary Education Commission (1952-53) also point out,
"Every teacher and educationalist of experience knows that even the best curriculum and
the most perfect syllabus remain dead unless quickened into life by the right methods of
teaching and right kind of teachers". Moreover, effective and productive learning on the
part of students can be achieved by employing teachers with desirable attitudes or by
shaping their attitudes in the desired direction. Until and unless teachers with positive
frame of attitude are engaged in the teaching profession, no drastic results can be expected
from them.
15
The National Curriculum Framework (NCF) 2005 has placed different demands
and expectations on the teacher, which needs to be, addressed both by initial and
continuing teacher education, the importance of competent and motivated teachers to the
nation's school system can in no way teacher motivation be overemphasized. It is well
known that the quality and extent of learner achievement are greatly influenced by teacher
competence, sensitivity and teacher motivation. It is common knowledge too that the
academic and professional standards of teachers constitute a critical component of the
essential learning conditions for achieving the educational goals. The length of academic
preparation, the level and quality of subject matter knowledge, the repertoire of
pedagogical skills, the teachers possess to meet the needs of diverse learning situation,
their degree of commitment to the profession, sensitivity to contemporary issues and
problems as well as towards learners and their level of motivation critically influence the
quality of curriculum transaction in the classrooms and thereby pupil learning and the
larger processes of social transformation. As per National curriculum framework for
teacher education (2009), Teacher quality is a function of several factors: teacher's
status, remuneration, conditions of work and their academic and professional education.
The teacher education system through its initial and continuing professional development
programmes is expected to ensure an adequate supply of professionally competent
teachers to run the nation's schools. Pre-service teacher education especially, has a major
part to play in the making of a teacher. It marks the initiation of the novice entrant to the
calling and as such has tremendous potential to imbue the would-be teacher with the
aspirations, knowledge-base, repertoire of pedagogic capacities and humane attitudes.
Teacher Education has acquired recognition as an integral part of our education system.
Need for it at all levels of education is no longer a matter of debate. During the past five
decades, the role teacher has continually evolved, making it necessary for incumbents to
be much more than mere skilled teachers. With increased specializations within the
educational system the need for differentiation in teacher education has surfaced in order
to cater to the variety of professional needs of more specified groups. Thus, newer
programmes of teacher education have been continually evolved. An emerging feature
worth highlighting is that at all levels, from the practitioner teacher educator to the
academician, to the policy maker; "B.Ed." seems to provide a basis or entry point.
Teacher education programmes are expected to provide some training not only in
pedagogy but also in behavioral attributes including attitudes, motivation, and academic
performance, adjustment, teaching skills, personality characteristics, perception,
preferences and value orientation. The courses of the study generated for the purpose have
over the years, been broadened in scope from their original emphasis on teaching
methodology considerations within classrooms, to include several understandings and
practices useful for teachers. As per the NCTE, 2009, The system of teacher education in
India is presently in a state of turmoil. The past few years have witnessed unprecedented
expansion in almost all sectors of teacher education especially in respect of elementary
16
and secondary teacher education programmes. There is nothing inherently wrong in the
expansion of the system provided it is Systematic and based on the needs of the
expanding school system. Thus, mere growth of teacher education cannot be a matter of
concern, but it does cause concern if it leads to the dilution in quality or standards. As per
NCFTE, 2009, There is a perception that deterioration in standards is due to the
uncontrolled expansion of the system in the private (self-financing) sector, without proper
assurance of maintaining quality in teacher education. The dissatisfaction with the system
of teacher education and its quality is not a new phenomenon. The need for longer
duration teacher preparation programmes by integrating the content and pedagogy in a
single programme has also been emphasized by several bodies in recent years. Regarding
the teaching practice or internship programmes, the concern has often been expressed not
only about its inadequacy but also about its organization in a reutilized and ritualistic
manner. It has also been pointed out that the teacher education programmes are more
theory oriented and less practice oriented. The theory courses are taught in a manner
which instead of stimulating critical and reflective thinking, encourages memorization and
reproduction without understanding. The student teachers are seldom encouraged to
develop their own concepts and ideas about children's education and teaching on the basis
of personal observations and experiences.
According to the National Curriculum framework for Teacher Education
(NCFTE), 2009, "On the positive side, with a view to achieve coordinated development
of teacher education, the National Council for Teacher Education (NCTE) took up a
number of initiatives during the last decade. It joined with the National Assessment and
Accreditation Council (NAAC) to foster assurance and sustenance and with Distance
Education Council (DEC) to integrated development of in-service teacher education under
the open and Distance Learning (ODL) mode. It also entered into collaboration with the
Rehabilitation Council of India in 2002 and in 2005 to develop curriculum on inclusive
education and make it a part of the general teacher education programmes". The National
Knowledge Commission (NKC) has observed that, Teachers are the single most
important element of the school system and the country is already facing a severe shortage
of qualified and motivated school teachers at different levels. It is urgent to restore the
dignity of school teaching as a profession and provide more incentives for qualified and
committed teachers. The training of teachers is a major area of concern at present as both
pre-service and in-service training of school teachers are extremely inadequate and poorly
managed in most states. Pre-service training needs to be improved and differently
regulated both in public and private institutions, while systems for in-service training
require expansion and major reform that allow for greater flexibility. There exists a wide
variation in the status of teachers and the need for teachers at different levels of schools
education across the country. It is important to develop a broad framework that can
address some of the crucial issues common to teacher education across different levels
with a view to enable state to respond to needs specific to their contexts.
17
According to National Council for Teacher Education (NCTE), 2009, teaching is a
profession and teacher education is a process of professional preparation of teachers.
Preparing one for a profession is an arduous task and it involves action from multiple
fronts and perspectives. A profession is characterized by a sufficiently long period of
academic training, an organized body of knowledge on which the undertaking is based, an
appropriate duration of formal and rigorous professional training in tandem with practical
experience in the field and a code of professional ethics that binds its members into a
fraternity. These dimensions acquire critical importance in view of several factors. There
is, first of all, the traditional idealism, the esteem and importance attached to the role of
the school teachers and very high societal expectation from them. Teachers are concerned,
in an important way, with the total development of human beings, - physica1, and
intellectual, emotional, social, moral and spiritual. While the dimensions of teaching other
than the informational and cognitive may have suffered neglect in modern times due to a
variety of factors, one cannot deny that they constitute an integral part of the teacher's role
and functions. The implication of this is to give due emphasis to develop reflective
teachers with positive attitudes, motivation, adjustment, performance, personality
development, values and perspective along with skills for the craft of teaching.
Professional development of teachers begins with pre-service and gets renewed through
in-service programmes. It does not, however, mean that there is a simple linearity between
the two. There are elements of change and continuity in teacher education system which
necessitates renewal and up gradation of skill and competencies. The in-service
programmes are also organized to sustain the survival competencies acquired by teacher's
years ago during their pre-service education.
The Personality of teacher is one the most important characteristics and the same
has been researched to see its impacts on educational achievement of students.
The
development of one's personality is a challenging and rewarding task for every individual,
particularly for the young generation who can gain much from it. It is every person's duty
to work towards it, since personality development is necessary for success in any field. In
the talks, writings, and lectures of Swami Vivekananda, constructive ideas which are in
every possible way relating to personality development are profusely scattered.
The sign
of life is struggle for growth. Tiny seed make efforts to come out of the earth so as to
grow into a plant, but growth alone does not add beauty to life, rather wild and abnormal
growth sometimes leads to stagnation. Shaping the growth through systematic discipline
and proper training is the only way to make life beautiful, which ultimately leads to the
emergence of fully-fledged personality.
According to the international Cambridge
Dictionary, personality is the type of person an individual is, which is shown by the way
he feels, behaves and think.
In the history of world, great personalities appeared which
completely shaked the world during their lifetime. The reason for their best appearance
was that they were the persons of greater and stronger personalities with extraordinary
brilliance and were having strong hold on the minds of people. The person who achieves a
18
lot in his life is certainly a great person, but not much is added to his personality. The
development of Personality in actual and real sense refers to deeper levels of a person
within. So, the study of personality should start from a clear grasp of the nature of mind,
and how it functions. There is a deep interest for personality development in the field of
education. Hence the same shall develop and enhance the morale of the teacher in the
classroom to perform his duties and responsibilities in an effective manner. Teacher
characteristics are features that distinguish between teachers and include teacher's
personality
, teacher's attitudes, teacher's emotional Intelligence, etc. Teacher student
interaction is an aspect of education. Because of their position in the power relationship it
is linked to the attitudes, characteristics, expectations and personality of the teacher.
Education is the most potent instrument of bringing about social, economic, political and
cultural transformation of a country. It is the quality of education that determines the level
of prosperity, welfare and security of people.
National Policy on Education (1986) has rightly reported that the status of teachers
reflects the socio-cultural ethos of a society; it is said that no person in the world can rise
above the level of its teacher. The teacher is the pivot of educational system and occupies
a prominent position in teaching-learning process. Today, great importance is attached to
the quality of teacher. He is the hub round whom the whole process of education revolves.
Therefore, efficient and effective teaching personnel are pre-requisite. Kothari
Commission (1964-1966) has rightly shown its concern that "... of all the different factors
that influence the quality of education and its contribution to national development, the
quality competence and character of teachers are undoubtedly the most significant". It is
observed that the impression of an institution and its influence is determined by the kind
of teachers attached to it. Teachers are reported to have the characteristics like patience,
forgiveness, industrious, non-stealing, self-control, intelligence, truthfulness and non-
irritable temper. With the changing scenario of society, the impact of scientific research
have set in motion a process of rethinking about selection, training and promotion of
teachers. The teacher teaching any class should be well qualified and experienced one.
The teacher should be interested not only in the subject that he is to teach but also in the
learners. Teacher's personality characteristic plays a very important role in the motivation
of students.
Teacher characteristics can be referred to as qualities that can be measured
with tests or derived from their academic or professional records. They indicate that
teacher characteristics does not generally refer to the direct observation of their influence
on student's learning in terms of either student's test performance or teaching behaviors.
Rather, the approaches dealt within the scope of this research are those that fall
traditionally into the province of personnel psychology or personnel selection.
Teaching is a demanding profession in which teachers must navigate emotionally
charged situations daily. In addition to their previous professional development, teachers
must rely on their own social and emotional competence and personal characteristics.
Teachers bring characteristics of their personalities into the interactions they have with
19
children every day in early classrooms. The underlying theoretical proposition that guides
research on personality and adult-child interactions is to interact with children in a skilled
and healthy manner, adults must be psychologically healthy, able to regulate their
emotions, take other's perspectives, and not be controlling, detached, or impulsive.
Teacher personality has been an area of interest in educational and psychological research
as a possibly salient factor in effective classrooms. Bowers and Soar reported significant
associations between aspects of teacher personality and the emotional support and
frequency of teacher-child interactions in classrooms. Specifically, teachers in this study
who were immature, cold, and constrained were less likely to provide emotional support
and frequent interactions in the classroom. However, by 1970, interest in the subject had
waned. This was largely due to inconsistent findings stemming from disorganization in
methodology, inconsistency in the definition of teacher effectiveness, and a lack of
reliable tools for assessing teacher personality, classroom environment, teacher-child
interactions, and teacher effectiveness (Rushton et al., 2007; Soar, 1964). Over the last
many years, most of the research interest in personality has stemmed from the field of
psychology. Indeed, since its inception (Allport, 1937), defining and studying personality
has been primarily an endeavor of those in the field of psychology. Early interest in the
field was mostly focused on identifying and explicating different personality traits.
However, as developmental psychologists gained interest in personality, they focused
their interest on how these defined personality traits influence human development and
behavior (Winter Barenbaum, 1999). However, while there were many in the field who
pursued an interest in the predictive power of personality on human behavior, study
results was mixed and some psychological researchers suggested that it was not an area
where their energies should be focused (Winter Barenbaum, 1999). Nevertheless, the
study of personality has endured within the field of psychology and there is a large of
empirical evidence that demonstrates that it is related to human. Personality research has
also expanded to fields beyond psychology such as education and human resources.
Education is widely regarded as a basic human right, a key to enlightenment, and a
source of wealth and power (Mugenda Mugenda, 1999). Education is critical to
industrial and technological development, with the history of developed nations bearing
records of this, developing nations aspiring to realize the same status have to put a
premium. Ali (2009) observes that there was statistically significant relationship between
teacher characteristics and student academic achievement. Adeyemo (2005) notes teacher
characteristics influenced teaching and learning in classrooms. Olaleye (2011) establishes
that there was relationship between teachers characteristics and pupils performance.
Gravestock Gregor-Greenleaf (2008) states that the explanations for good or poor
student's academic performance have been quite exhaustive yet controversy still exists
among scholars as to what contribute singly or jointly to students' poor performance. The
teacher characteristics found to be dominant in cross-country studies are related to;
qualification, experience, attitude and personality. Akinsolu (2010) asserts that
20
availability of qualified teachers determined the performance of students in schools.
Coonen (1987) emphasizes that teachers involved in in-service training were more
effective in classrooms as compared to teachers who had not undergone training. Wirth
Perkins (2013) indicate that teacher's attitude contributed significantly to student attention
in classrooms whereas Adesoji Olatunbosun (2008) illustrates that student attitude was
related to teacher characteristics. This therefore meant that teacher's attitude directly
affected student's attitude. On teacher personality, Adu Olatundun (2007) contend that
teacher's characteristics are strong determinants of students' performance in secondary
schools. Scholars and researchers generally are in agreement that the school variables,
which include teacher administration, perform a critical role in educational achievement
than other variables (Patrick, 2005). The important role of the teachers in the learning is
unquestionable. Teachers have a lot of influence on their classroom practices. Teachers
should have and apply specific abilities without which their influence may not be
reflected in their student's performance in the subject. For students to be able to make
connection between what is taught in school and its application in problem solving in real
life, the teacher has to be effective in their teaching.
Attitude has been described as emotionally tend predisposition towards objects
and ideas. In the words of C.V. Good, "Attitude is a readiness to react towards or against
some situations, person or thing in a particular manner to a particular degree of intensity".
According to Thrustone L.L., "An attitude is the degree of positive effect associated with
some psychological object". Jung says that attitude is a readiness of the psyche to act or
react in a certain way". Britt says that an attitude is a mental and natural state of readiness,
exerting directive or dynamic influences upon the individual's response to all objects and
situations with which is related. In the international Encyclopedia of Education (1985) it
is concluded that an attitude is an emotional reaction towards a person or thing. It is a
personal response to an object developed through experience which can be characterized
as favorable or unfavorable. This basic motivation is responsible for moulding the nature
of attitude in each individual. Attitude is judgment. They develop on `ABC' model (affect
behavior and cognition). The effective response is an emotional response that expresses
an individual's degree of performance for an entity. The behavioral intention is a verbal
indication or typical behavioral tendency of an individual. The cognitive response is a
cognitive evaluation of the entity that constitutes attitudes beliefs about the objects,
Mostly attitude is result of either direct experience or observational learning from the
environment. Attitudes are not directly observable but are inferred from one's overt
behavior, both verbal and non-verbal. Teacher's attitude towards teaching profession
should be good as to perform. A teacher is required to have a higher level of
professionalism because of rapidly changing circumstances. The importance of teacher's
professional development is being too much emphasized today. Hayon (1989) says that
the teachers who possess the professional and interpersonal skills are more effective in
their classrooms in terms of student's behavior, attitude and achievement. Every
21
individual has a variety of attitudes, which might be positive or negative and can vary
according to their favorability and un-favorability for various objects. Luthans (1993) says
that professional attitudes can also serve a lot. Attitude of teachers largely depends upon
their personal characteristics and disposition, both seems to be highly interlinked. The
teaching profession requires certain dominant behaviors which show teacher's intellect,
desire to excel, extended professionalism and teaching as a life concern. This is a
profession, which exalts service above the personal gains. Teaching involves human
nurturance, connectedness, warmth and love and teacher's beliefs about his role in caring
for the student plays a crucial part in developing the personality of the students. Attitude
of teachers have also been determined to be influenced by the gender. Teaching is
perceived as a difficult job among people. Many reasons can be named for this perception.
It can be said that teachers face several difficulties when they start teaching. They start to
feel deprived, alone and isolated in the society. It may cause a negative attitude towards
the teaching profession. Attitudes of teachers play a crucial role in teaching profession.
Negative attitude of a teacher may have a negative impact on one's teaching Smith (1993)
has summarized the relationship between teacher's attitude and teaching. According to
him, the teaching profession has considerably suffered, as it could not attract the best
talent because of the poor scale, limited prospects of promotion and insecurity of service,
particularly in private institutions. This implies that teacher, who is organizer and the
controller of the classroom is mostly responsible for the future of India. He is building
future citizens of the country. As he moulds the children so the counter will be molded.
From this point of view, a lot of responsibilities lie with the teacher. Richardson (1991)
narrated that education is a nation building activity. The quality of education depends
upon ability and efficiency of teachers. If the teachers are well trained, motivated and
committed with their profession, learning will be enhanced. This study may provide a
searchlight towards developing a positive attitude among secondary school teachers
towards teaching profession
Attitude denotes inner feelings or beliefs of a person towards a particular
phenomenon. Attitude is essential for the education of the individual because it shows the
interview of person. If a person has a positive attitude towards on objects, he will try his
best to achieve it. If he has a negative attitude, he will try to avoid it. Thus it plays an
important role in determining the success and failure of person in any field. The choice of
teaching profession also depends up on the attitude of person towards their particular
profession. Thus attitude towards the teaching profession shows the personality and the
zeal with which he would take up his work. The teachers should develop a desirable
professional attitude so that he may inspire himself for excellent programme in
multifarious study of education. Thus if a person has desirable attitude them he will be
well adjusted with his job. It is all the more significant for efficient and profitable
functioning of any organization.
22
The teacher is the indispensable component of the education system. No matter
how well educational or instructional objectives are established, no matter how functional
the content of the subject is selected and organized, it is impossible to achieve the desired
results from education unless they are performed by teachers with those objectives and
insights (Sunbul, 2001). For an educational system to achieve its objectives, it is
necessary achieve the specified objectives in classrooms, which are the sub-systems of
that educational system. The possibility of achieving the specified objectives in the
classrooms depends on the activities to take places there. At this point, the major actor is
the teacher. Teaching is a term which represents a position in educational organizations
coupled with a set of behaviors necessitated by this very position and expresses the Status,
duties and relationships of that position. When a study about teacher and teaching within
the context of organizational behavior is conducted, the organizational behavior of an
employee actually taking place in that educational organization is analyzed. An analysis
of the variables determining the behaviors of a teacher in the class setting in terms of
organizational behavior obviously reveals that one of the major factors determining the
teacher's behaviors is the nature of the teacher's attitudes towards the profession of
teaching. Attitudes are considered to be worth studying and analyzing as one of the
indicators of behavior while examining the individual's behaviors. Attitudes affect both
our social perception and behaviors. Attitude is a tendency which is attributed to the
individual and which forms his thoughts, feelings, and behaviors about a psychological
object (Kagitcibasi, 1999). Attitudes are evaluation statements, either positive or negative,
about objects, people or events. Attitudes express how an individual feels about
something (Robbins, 1994).
Teachers with positive attitudes also possess high expectations for success.
Teacher's expectation levels affect the ways in which teachers teach and interact with
students. In turn, these behaviors affect student learning. Cruickshank, Jenkins, Metcalf
(2003) report that effective teachers are supportive towards students in multiple ways and
help to them meet their needs for belonging and success. Besides this the positive attitude
of teacher plays a highly significant role in achieving the desired goals. Attitude is
important to understand human behavior. Attitudes are predispositions which have
developed through long and complex process. Attitude towards Teaching Profession is an
emotionalized tendency, organized through teaching experiences to react positively
towards teaching. It is a learned emotional response, set for or against teaching.
Individuals will have positive attitudes towards those objects which enable them to
achieve the values held and form negative attitudes towards objects which hinder the
achievement of values. To define what exactly an attitude is, many attempts have been
made in literature. People's attitudes towards their profession have an effect on their
performance. It is also valid for teaching profession. The quality of education is directly
related to the quality of instruction. Teacher is instrumental for better instruction. He is
required to have a higher professionalism because of rapidly changing circumstances. He
23
is expected to use the best practices and strategies to meet the challenging demand of his
career, which involves imparting knowledge and developing essential skills in the
students. A good teacher is expected to be committed to his work and have the ability to
take the initiative (Sparks, 1979). Teacher is expected to not only to master the subject
and various methods of teaching but also to show that he is capable of selecting the
various study materials according to the teaching goals and varied group of pupils. He
also possesses the potentials to create a learning environment for the students (Vermunt
and Verschaffel, 2000). Gupta (1996) describes that the task of teachers is central to
education. Teachers must transmit to new generation the cultural heritage of society - the
knowledge, skills, customs, and attitudes acquired over the years. They must also try to
develop in their students the ability to adjust to a rapidly changing world. The effective
teacher is capable of creating a desire to learn (Conant, 1993). Teaching is a complex and
demanding profession. Smith (1990) has claimed that teacher's personality in the
attitudinal sense is a significant factor in teacher's behavior and it has great impact on
student's achievement. The teachers must know the art of communication, understanding
others and ability to learn from the experiences. They should be able to facilitate learning
effectively (Reddy, 1992). Bhatia and Bhatia (1988) describe that the teacher is a servant
of the society entrusted with the task of modifying and developing the behavior of the
young child for maintaining and improving social patterns. The teacher can render this
service to society only if he, above all, is a humanist - a human being in the true sense of
the world. He is a person of high ideals and engaging personality. Wright (1987)
describes that the primary function of teachers is to motivate the learners who are not
motivated and to nurture those who are already well motivated to the task of learning. A
teacher is required to have a higher level of professionalism because of rapidly changing
circumstances. The importance of teacher's professional development is being too much
emphasized today. Hayon (1989) says that the teachers who posses professional and
interpersonal skills are more effective in their classrooms in terms of students behavior,
attitude and achievement. Every individual has a variety of attitudes which vary according
to their favorability and unfavourability. Luthans (1993) says that professional attitude
serves in many valuable ways and knowing these attitudes can also serve a lot. Attitude of
teachers largely depends upon their personal characteristics and disposition, both seems to
be highly interlinked. The teaching profession requires certain dominant behaviors which
show teacher's intellect, desire to excel, extended professionalism and teaching as a life
concern. This is a profession, which exalts service above the personal gains (Goodings
et.al., 1995). Teaching involves human nurturance, connectedness, warmth and love
(Hargreaves, 1994) and the teacher's beliefs about his role in caring for the students plays
a crucial part in developing the personality of the students (Kelchtermans and Ballet,
2002).
24
Emotional Intelligence of teacher also affects the mental level of students (John
Mayer and Peter Salovey; 1990). Salovey Meyer defined emotional intelligence as
one's capability to examine, discriminate, and utilize own and other's feelings and
emotions as a guide while making decision (1990). Goleman (1995) better defined the
emotional intelligence as "the ability to motivate oneself and persist in the face of
frustrations, to control impulse and delay gratification, to regulate one's moods and keep
distress from swamping the ability to think, to empathize and to hope". Mayer (2000)
described Emotional intelligence as a component of emotional perception, emotional
facilitation of thought, emotional understanding and emotional management. Their
concept has gained popularity, as they are performance oriented and empirically based.
They have alternative scoring procedures in order to discriminate right from wrong
answers on performance-based measures of Emotional intelligence. He even identified the
factors which affect Emotional intelligence. Goleman (1995) identified that they are: self-
awareness, self-regulation, motivation, empathy and social skills. Similarly, Bar- On
(2000) has identified 5 factors, such as intrapersonal ability, interpersonal ability, stress
management, adaptability and general mood.
Human beings have different personalities, different wants and needs, and
different ways of showing our emotions. Navigating through this all takes tact and
cleverness especially if we hope to succeed in life. This is where emotional
intelligence becomes important. Emotional intelligence is the ability to recognize our
emotions, understand what they're telling, and realize how our emotions affect people
around us. Emotional intelligence also involves perception of others: when we
understand how they feel, this allows us to manage relationships more effectively.
People with high emotional intelligence are usually successful in most things they do.
Because they're the ones that others want on their team. When people with high
Emotional intelligence send an email, it gets answered. When they need help, they get
it. Because they make others feel good, they go through life much more easily than
people who are easily angered or upset. Emotional Intelligence is absolutely essential in
the formation, development, maintenance, and enhancement of close personal
relationships and it can evolve and increase with our desire to learn and grow. Some
researchers suggest that emotional intelligence can be learned and strengthened, while
others claim it is an inborn characteristic. Salovey and Mayer 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. According to Salovey and Mayer, the four branches of their model
are arranged from more basic psychological processes to higher, more psychologically
integrated processes. The lowest level branch concerns the relatively simple abilities of
perceiving and expressing emotion and the highest level branch concerns the conscious,
reflective regulation of emotion. The interest in Emotional Intelligence within education
has been fuelled by other concerns and observations as well. Emotional intelligence is
25
the use of collections of non-cognitive intelligence especially while making decision in
the area of interpersonal intrapersonal skills, being flexible, anxiety management, and
general moods (Bar-On et al., 2000).
Need and Importance of the study
The concept of self-learning is heavily emphasized in education. Teachers are leaders,
facilitators, and coaches of their students (Barrows, 1992). Aspects of teachers role in
students encompass answering queries, clarifying points, diagnosing misconceptions,
providing alternative explanations, assisting students to relate material to their individual
situations, and helping with the application and practice of principles. Another important
aspect of teachers' role is that of assisting students to become independent learners. With
his guidance, students can be encouraged to dig deeper and to explore the unknown to
support their ideas, thoughts, comments, and feelings. An innovative teacher can create
ways to build mutual successes between themselves and students. Therefore teachers must
be able to tolerate new ideas and differences of opinion. To quote Barrows (1992), teachers
should be always ready to find new ways towards teaching and learning situations and
should also consider what triggers student's motivation and develop in them the ability for
individual and intellectual interests. Personality of teacher always affects the learning level
of students through the psychological environment of the classroom,
Tonelson (1981)
. As
per the latest research in the field of teacher education, motivating style of teacher is very
important educational construct because it affects the learning levels of students and
academic outcomes. Latest research indicates that teachers motivate students through
interpersonal ways and means which range from autonomous and supportive controlling to
controlling situations. The teacher who controls the class uses reinforcement like threats
rewards or deadlines so that they may control the learning outcomes of students in best
possible ways. On other side, supportive teachers encourage students to develop intrinsic
motivation and ability to personally solve the problems and learn on their own. Instead,
students must practice dealing with problems and learn to identify what they need to learn.
In the words of Phrase (1991)
the personality structure is fairly stable and predictable
through different time and situations. Various personality traits of individuals do exist
which have entirely different depth and significance. The personality trait which lies in the
innermost layer is the basis, while the one which is in outermost layer is bound to different
situations and as such is highly influenced. Personality traits can be visible only in certain
circumstances depending on the situation and these are the changes which reflect feelings,
emotions and events. Change in personality is due to consequence of major life change or
deliberately as a result of some effort made by individual himself (Costa McCrae, 1992).
So,
it is necessary for every person to adapt himself to every change. It is worth to mention
here that personality dependent on age and maturity of a person. As such this kind of
26
activity develops an interest in the individual.
Thus, there is a need to address the
personality characteristics of teachers so that they act as real motivators for the students.
It has been observed that the attitude of teachers reflects his capacity to deal with
certain basic problems and plays a very significant role in motivating students and
shaping classroom environment to a greater extent. To put it simply, teacher attitudes are
important because they affect the student and has an impact on a student's self efficacy
which in turn influences a student's behavior. Education gives us comfortable and
dignified life. It is responsible for the holistic development of individual and society. The
quality of any nation deeply depends upon the quality of the citizens. The quality of the
citizens depends upon the quality of education system and the quality of education
depends upon the combined efforts planners, educationists and administration, however,
the most significant factor is the quality of the teachers. It means excellent and efficient
teachers can change the fate of the nation. Only within this system of education, the
development of the attitudes necessary for the progressive life in a society takes place.
Education is imparted by teachers. If the teacher is energetic, capable, mentally healthy
and having sound attitude, it is good for the development of such an institution. A teacher
always helps a child in bringing out the hidden capabilities. He unfolds whatever is
hidden inside. So teacher's importance in teaching-learning process is very much.
Secondary Education Commission (1952-1953) reported that, "we are convinced that the
most important factor in the educational reconstruction is the teacher, his personal
qualities, his educational qualifications, his professional training and the place that he
occupies in the community". It is very right that, "no person can rise above the level of its
teachers" (NPE, 1986). The teacher is dynamic force of any institution. Without the
presence of good and competent teachers, even the best system is bound to fail. A good
teacher can certainly give best result out of the worst system (Parvez, 2010). He is a
powerful and abiding influence in the formation of character; the influence of a great
teacher indirectly extends over many generations. The pivot upon which an educational
system moves is the personality of the teacher. Teaching is often called a calling, not a
profession or a trade or simply a job. This means that a teacher should regard himself as
the one who is specially called to do this work, not so much for the pecuniary benefits
which he may derive from it as for the love of it (Mohiyuddin, 1943).
The teacher should be emotionally stable because it has to serve the society and
shapes the intellectual behavior of students. If the teacher is not emotionally stable then it
will badly affect the mindset of students. The concept of Emotional Intelligence, for a
larger section of people, is still vague because it has got so many definitions but still it has
not been identified over the last couple decades as a contributing factor for different
aspects in education. The gravitational centre in this classroom, despite all kinds of
technological developments, remains to be teacher who, unlike an ordinary worker, acts
as a master craftsman, an artist, a strategist and a powerful motivator. The education
commission (1964-66) observed, Of all the different factors which influence its quality
27
of education and its contribution to national development, the quality, competence and
character of teachers are undoubtedly the most significant. Jacques Delor's Commission
(1996) suggests that the role of the teacher as an agent of change, promoting
understanding and tolerance has never been more obvious than today. It is likely to
become even more critical in the twenty first century. The need for change from narrow
nationalism to universalism, from ethnic and cultural prejudices to tolerance,
understanding and pluralism, from autocracy to democracy in its various manifestations,
and from a technologically divided world where a high technology is the privilege of the
few to a technologically united world places enormous responsibilities on the teachers
who participate in moulding of the minds and characters of the new generation". Today,
education is increasingly being regarded as the major weapon in the crusade for
supremacy on the economic front. Television, telephone and computers are reshaping
practically every walk of life, including education. The classrooms of tomorrow could be
entirely different from those of today. The teachers will play a very significant role. It
would not only be complex but also full of challenges, because dependence on the teacher
will gradually diminish for an individual leaner.
Emotional Intelligence plays a vital role in he process of teaching as well; it has
direct impact on the teacher's behavior working in an organization and it is important for
the success of their profession. Teachers are considered as the main pillar in the
educational system. They are the ones which only possess ability to transfer knowledge to
the students and represent the society. Teachers cannot be the effective source of
knowledge unless they are possessed with the essential skills, knowledge and talents. In
fact, emotional intelligence is a type of social intelligence which includes controlling
emotions and making choices. It is, therefore, very essential that this art should be really
required to get developed among teachers and make their performance very effective.
Emotion affects how and what the teacher teaches in classroom. Emotion has a stronger
impact on human behavior than thinking. When human beings find themselves in a
threatening situation, emotions effects rational thought which in turn develops positive
behavior. According to Goleman, emotional intelligence is a form of intelligence which
involves the ability to check one's own and others feelings and emotions. In the word of
Mayer Salovey, (1997), emotional intelligence is the ability to facilitate emotions and
thoughts, to perceive emotion, integrate emotion, to understand emotions, and to regulate
emotions and ultimately to promote personal and professional growth. Emotional
Intelligence is a vital ability which teachers must develop if they want to solve daily
classroom issues in a better way. In improving their emotional intelligence they should
first develop self awareness by identifying our own emotions as anger, resentment,
elation, etc., and then we become more conscious about ourselves and have a better
control of our actions and reactions. Through making control on emotion by using his
intelligence the teacher done his job perfectly in all conditions that arises in front of him.
28
Emotions have the potential to energize student's thinking. Emotions can interfere
with learning in several ways. Emotions can create anxiety in students particularly about
academics. When the emotions are heightened, intellectual resources are used. Educators
can create an emotionally safe classroom environment by providing targeted, positive
feedback on successful elements of work in conjunction with suggestions for
improvement. Teachers can create emotionally safe classrooms by affirming student's
accomplishments in noncompetitive ways, encouraging self-confidence, providing
opportunities to take risks without penalty, and giving thoughtful feedback. Teachers can
help reduce the performance anxiety of students by providing them multiple opportunities
for feedback about their work, and by emphasizing that mistakes are a part of learning.
When emotions interfere with competence beliefs, students might withdraw from
classroom activities in order to avoid appearing incompetent in the classroom.
Researchers have found that emotional and academic functioning of students improve
when caring and respectful teachers support student's competence in a non comparative
and non competitive way, and support student's autonomy through meaningful curriculum
(Roeser, et al 2000). Teacher's can develop a kind of best positive relationships with the
student's by giving due respect, by listening them carefully and by responding to their
needs and feelings. Therefore, it is necessary that teachers should manage the classroom
environment and relationship with students in a way which protect the right and integrity
of students. An emotionally safe classroom environment is necessary for student's
cognitive learning, growth, and creative expression. The teacher could provide support to
student for improving chance of survival and excel and to develop in the student an
attitude to take advantage of the situation.
The place and importance of teacher in the society and the nation can hardly be over
emphasized. It does not take much to realize that the quality of the nation depends upon
the quality of its citizens. The quality of its citizens depends not exclusively, but in critical
measure upon the quality of education. The quality of education depends, more than any
other single factor, upon the quality of the teachers. A school may have excellent material
resources equipment building, library, laboratory and other essential teaching learning
facilities along with a curriculum appropriately devised to suit the community needs. But
if the teachers are misfit or indifferent then the whole programme is likely to be
ineffective and wasted. Hence, the problem of identification of teachers is of prime
significance for realizing desirable education goal. It is not only desirable but obligatory
too, to find out the associating factor of teacher's attitude, teacher's attitude towards
teaching profession their adjustment, interest in teaching; values are such significant
factors which have their bearing upon teacher and his teaching. Therefore, the present
study was a simple attempt in this direction.
29
After going through a number of research studies, the investigator felt that
information on the problem under study is scanty. Hence, it was felt that there is an urgent
need to investigate the Personality Characteristics, Attitudes and Emotional Intelligence
of Teachers at Secondary Level in Srinagar. Therefore, study will be a guideline for
researchers, administrators, educational planners, policy makers, counselors and educa-
tionists in order to shape the personality and develop positive attitude and balanced
emotional intelligence among teachers at various stages of education. If the country has
good teachers with regard to their Personality, Attitude and Emotional Intelligence, the
country will make progress in its economy, education and medicine.
Statement of the Problem
The problem for the present investigation is as under:
"A study of Personality Characteristics, Attitude and Emotional Intelligence of
Teachers at Secondary level in Srinagar District"
Objectives of the Study
The following objectives have been formulated for the present study:
1. Study the Personality Characteristic, Attitude and Emotional Intelligence of
Secondary School Teachers.
2. Compare Male and Female Secondary School teachers on Personality Factors.
3. Compare Rural and Urban Secondary School teachers on Personality Factors.
4. Compare Urban Male and Urban Female Secondary School teachers on Personality
Factors.
5. Compare Rural Male and Rural Female Secondary School teachers on Personality
Factors.
6. Compare Urban Male and Rural Female Secondary School teachers on Personality
Factors.
7. Compare Rural Male and Urban Female Secondary School teachers on Personality
Factors.
8. Compare Urban Male and Rural Male Secondary School teachers on Personality
Factors.
9. Compare Urban Female and Rural Female Secondary School teachers on
Personality Factors.
10. Prepare Personality Profile of secondary School teachers on the basis of sex and
Rural Urban dichotomy.
11. Compare Male and Female Secondary School teachers on their Attitudes.
12. Compare Rural and Urban Secondary School teachers on their Attitudes.
30
13. Compare Urban Male and Urban Female Secondary School teachers on their
Attitudes.
14. Compare Rural Male and Rural Female Secondary School teachers on their
Attitudes.
15. Compare Urban Male and Rural Female Secondary School teachers on their
Attitudes.
16. Compare Rural Male and Urban Female Secondary School teachers on their
Attitudes.
17. Compare Urban Male and Rural Male Secondary School teachers on their
Attitudes.
18. Compare Urban Female and Rural Female Secondary School teachers on their
Attitudes.
19. Compare Male and Female Secondary School teachers on their Emotional
Intelligence.
20. Compare Rural and Urban Secondary School teachers on their Emotional
Intelligence.
21. Compare Urban Male and Urban Female Secondary School teachers on their
Emotional Intelligence.
22. Compare Rural Male and Rural Female Secondary School teachers on their
Emotional Intelligence.
23. Compare Urban Male and Rural Female Secondary School teachers on their
Emotional Intelligence.
24. Compare Rural Male and Urban Female Secondary School teachers on their
Emotional Intelligence.
25. Compare Urban Male and Rural Male Secondary School teachers on their
Emotional Intelligence.
26. Compare Urban Female and Rural Female Secondary School teachers on their
Emotional Intelligence.
Hypotheses
The following hypotheses have been formulated for the present study;
1. Male and Female Secondary School teachers differ significantly on Personality
Factors.
2. Rural and Urban Secondary School teachers differ significantly on Personality
Factors.
3. Urban Male and Urban Female Secondary School teachers differ significantly on
Personality Factors.
4. Rural Male and Rural Female Secondary School teachers on differ significantly
Personality Factors.
31
5. Urban Male and Rural Female Secondary School teachers differ significantly on
Personality Factors.
6. Rural Male and Urban Female Secondary School teachers differ significantly on
Personality Factors.
7. Urban Male and Rural Male Secondary School teachers differ significantly on
Personality Factors.
8. Urban Female and Rural Female Secondary School teachers differ significantly on
Personality Factors.
9. There is a similarity in the personality profile of Secondary school teacher on the
basis of sex and urban rural dichotomy
10. Male and Female Secondary School teachers differ significantly on their Attitudes.
11. Rural and Urban Secondary School teachers differ significantly on their Attitudes.
12. Urban Male and Urban Female Secondary School teachers differ significantly on
Attitudes.
13. Rural Male and Rural Female Secondary School teachers differ significantly on
Attitudes.
14. Urban Male and Rural Female Secondary School teachers differ significantly on
Attitudes.
15. Rural Male and Urban Female Secondary School teachers differ significantly on
Attitudes.
16. Urban Male and Rural Male Secondary School teachers differ significantly on
Attitudes.
17. Urban Female and Rural Female Secondary School teachers differ significantly on
Attitudes.
18. Male and Female Secondary School teachers differ significantly on Emotional
Intelligence.
19. Rural and Urban Secondary School teachers differ significantly on Emotional
Intelligence.
20. Urban Male and Urban Female Secondary School teachers differ significantly on
Emotional Intelligence.
21. Rural Male and Rural Female Secondary School teachers differ significantly on
Emotional Intelligence.
22. Urban Male and Rural Female Secondary School teachers differ significantly on
Emotional Intelligence.
23. Rural Male and Urban Female Secondary School teachers differ significantly on
Emotional Intelligence.
24. Urban Male and Rural Male Secondary School teachers differ significantly on
Emotional Intelligence.
25. Urban Female and Rural Female Secondary School teachers differ significantly on
Emotional Intelligence.
32
Operational Definition of Variables
1. Personality Characteristic: Personality Characteristic in the present Study refers to
the scores obtained by subjects on R. B. Cattell's 16PF Questionnaire.
According to (Phares1991), "Personality is that pattern of characteristic
thoughts, feelings, and behaviors that distinguishes one person from another and that
persists over time and situation". Personality is a behavioral manifestation of a
collection of beliefs about life. (Appleton Stanwyck, 1966). The quality or fact of
being a person (Mckechnie, 1983).
2. Attitude: Attitude in the present Study refers to the scores obtained by subjects on S.
P. Ahluwalia's Teacher Attitude Inventory.
According to Thrustone, "An attitude is the degree of positive effect associated
with some psychological object". In the words of C.V. Good, "Attitude is a readiness
to react towards or against some situations, person or thing in a particular manner to a
particular degree of intensity".
3. Emotional Intelligence: Emotional Intelligence in the present Study refers to the
scores obtained by subjects on Teacher's Emotional Attitude Inventory of Shubra
Mangal.
Salovey Meyer defined emotional intelligence as one's capability to
examine, discriminate, and utilize own and other's feelings and emotions as a guide
while making decision (1990). Goleman (1995) better defined the emotional
intelligence as "the ability to motivate oneself and persist in the face of frustrations,
to control impulse and delay gratification, to regulate one's moods and keep distress
from swamping the ability to think, to empathize and to hope".
33
Review of Related Literature
================================================================
Research
Research takes the advantage of the knowledge which has been accumulated in the past as
a result of constant human Endeavour. It can never be undertaken in solution of the work
that has already been done on the problems which are directly or indirectly related to a
study proposed by a researcher. A careful review of the research journals, dissertations,
thesis and other sources of information on the problem to be investigated is one of the
important steps in the planning of any research study. The review of the related literature
involves locating, reacting and evaluating of research as well as reports of careful
observations and the opinions that are related to the individual planned research projects.
Purpose of review of related literature
Review of related literature allows the researcher to acquaint with current knowledge in
the field or area in which one is going to conduct the research. It enables the researcher to
define the limits of his field and helps him to delimit and define his problem. To use an
analogue given by Ary et al (1972), P56 a researcher might say. "The words of A, B and
C has discovered truth up to a level of my question; the investigation of D has added this
much to my knowledge, I propose to go beyond D's work.
The knowledge of related literature brings the researcher up to date on the work which
others have done and thus to state the objectives clearly and consciously. By reviewing
the related literature, the researcher can avoid untruthful and useless problem areas. He
can select those areas in which positive findings are very likely to result and his endeavor
would too likely to add to the knowledge in a meaningful way and as such the researcher
can avoid un-intentional duplication of well established findings. It is no use to replicate a
study when the stability and validity of its result have been clearly established. It gives the
researcher an understanding of the research methodology which refers in the way of its
study is to be conducted. It helps the researcher to know about the tools and instruments
which prove to be useful and promising in the previous studies. The advantage of the
related literature is also to provide insight into statistical methods through which validity
of research is to be established. The final and important specific reason for reviewing the
related literature is to know about the recommendations of the previous studies and
increases ones confidence in choice of selected topic by reviewing interest of others.
Survey of related literature avoids the task of duplication, provides theories, ideas,
explanation or hypothesis valuable in formulating the problem and contribution to the
general scholarship of the investigators. The literature in the form of books, monographs,
government publications on education, encyclopedia of education, educational indexes,
34
educational abstracts, journals etc. Practically all human knowledge can be found in books
and libraries. Unlike other animals that must start a new with each generation, man builds
upon the accumulated and the recorded knowledge of the past. His constant adding to the
vast store of knowledge makes possible progress in all the areas of human endeavor.
John W.Best, (1983) "the related studies enable the researcher to search out many
more related problems.
Scott and Wertheimer, 1932; The purpose of literature review is to expand upon the
context and background of the study to help further, to define the population and to
provide and empirical basis.
Tuchman 1972, a selected review of the past studies is thus backbone of any research
endeavor. Thus, this chapter is devoted to the review of literature relevant to the present
study. Here an attempt has been made to present pertinent literature, which is likely to
have direct or indirect bearing on the study. Keeping in view, the objectives of the study,
the review has been presented as under.
(A): STUDIES ON THE PERSONALITY CHARACTERISTICS OF TEACHERS
Yilmaz. K, et al (2015): The relationship between Teachers Personality
Characteristics and Burnout level.
Sample
The universe of the study consisted of the 926 teachers, working in primary schools in
Kutahya city center. Random sampling method was used to select the sample. The sample
consisted of the 303 teachers. The data gathered The Five Factor Personality Scale and
Maslach Burnout Inventory.
Objectives
The purpose of this research is to determine the relationship between primary school
teacher's personality characteristics and their burn out levels. To achieve this purpose
answers the following questions were sought: 1. what are the teachers' personality
characteristics and burnout levels? 2. Is there a relationship between teachers' personality
characteristics and burnout levels?
Conclusion
To conclude, it is explored that the teachers possess conscientiousness characteristics
the most and emotional stability characteristics the least. Teacher's burnout levels were
at a moderate level for emotional exhaustion, while the levels were low for reduced
personal accomplishment and depersonalization dimensions. There were relationships
between participant's levels of extraversion, agreeableness, conscientiousness,
emotional stability and emotional exhaustion. There were statistically significant
35
relationships between participant's levels of extraversion, agreeableness,
conscientiousness, emotional stability, openness to experience and depersonalization,
and reduced personal accomplishment.
l. H. Krishnaveni, B. Reddy (2014): A study of Role Expectations and Performance
of High School Teachers in relation to Personality.
Objectives
To study the influence of personality on the role expectation and role performance of high
school teachers
Sample
Samples of 900 high school teachers representing all categories of high schools were
selected in Andhra Pradesh by following the standardized procedures. t test and
ANOVA (F - test) were employed for analysis of the data.
Conclusion
There is significant influence of personality factor A, B, C, F, G, Q3 and Q4 at 0.01
level and personality factor L, M and Q2 at 0.05 level on the role expectation of high
school teachers. There is significant influence of personality factor A, B, C, F, G, L, Q3
and Q4 at 0.01 level and personality factor M and Q2 at 0.05 level on the role
performance of high school teachers.
Ganai M. Y and Ali Shahnaz (2013): Personality Characteristics of effective and
ineffective teachers at secondary level in district Srinagar.
Objective
According to the investigators, The study has been earned out on personality
characteristics of effective and ineffective teachers at secondary level of district Srinagar
Sample
The sample for the present investigation has been drawn from the secondary educational
institutes of district Srinagar, lt consisted of 200 teachers (100 effective and 100
ineffective).
Conclusion
It was found that i) effective teachers have been found out-going, more intelligent,
emotionally Stable, assertive, happy-go-lucky, Suspicious, conscientious, venturesome,
tender-minded, and relaxed than ineffective teachers. ii) ineffective teachers have been
found reserved, less-intelligent, emotionally less stable, sober, shy, expedient, trusting,
36
self-sufficient and tense and iii) no significant difference have been found on factors, E
(Humble vs. assertive), 0 (Practical vs. imaginative) and QI (Conservative vs.
experimenting)".
Anita K, et al (2013): Influence of teacher characteristics on student's academic
achievement among secondary schools.
Objectives
The purpose of this study was to establish the relationship between teacher characteristics
and student's academic achievement. The study was guided by Education Production
Function theory (EPF) which connects student academic achievement to teacher
characteristics.
Sample
The study was conducted in Nandi District, Kenya and the target population comprised of
teachers of all 26 public secondary schools. The study applied a causal comparative
research design. A questionnaire was used for data collection. Data was analyzed using
descriptive and inferential statistical techniques.
Finding
The study findings suggest that there was no significant relationship between teacher
qualification and student academic achievement.
Mishra K, Yadav, B. (2013): Job anxiety and personality adjustment of secondary
school teachers in relation of gender and types of teacher.
Objective
The study aimed to compare job anxiety, personality adjustment of regular and Khargone,
male and female teacher of government school at Secondary Level.
Sample
Researcher has randomly selected 60 secondary school teachers as sample from Khargone
district of M.P. out of 60 secondary school teachers, 60 teachers were selected from 10
government schools (6 from each school) and 30 teachers were regular and 30 teachers
were Khargone teachers. Again out of 30, 50% are male teacher and 50% were female
teachers have been selected for both category.
Tools
Job Anxiety scale developed by A.K. Srivastava (1989) and Personality Adjustment
inventory developed by C.P. Sharma (1977) were used.
37
Findings
From the above findings it is concluded that there is no significant difference in the job
anxiety relating to gender and types of teachers. The reason behind that is that both male
and female teachers of government school and equally affected by the extra work load.
Job insecurity, occupational hazards, lack of social prestige, status of the job, future
prospects, capacity and confidence to shoulder job responsibilities, work competency,
dissatisfaction towards job, poor salary and relationship among teacher and
administrator etc. Similarly, there is no significant difference in the personality
adjustment relating to gender and types of teachers. The reason behind this is those both
male and female teachers and government school regular and Khargone teacher's faces
similar criteria to adjust themselves in relation to occupational, social, health and
educational environment.
Conclusion
From this study it is concluded that there is no significant difference in the job anxiety
relating to gender and types of schools. Hence, in order to achieve all the objectives of
education, it is essential to have those teachers who are satisfied with their job, and also
teachers who do not have job anxiety and who have well adjusted personality in their
teaching profession.
Kavabari B. A, et al (2013): The Study of the Relationship between the Personality
Types Job Satisfaction in Teachers of Secondary School in Rasht District.
Objectives
This study seeks to find the relationship between personality types (extroverts, Neurotic,
psychotic) and job satisfaction of teachers at the secondary school.
Materials and Methods
This is a correlative-descriptive study of all 594, 90 teachers are randomly selected and
evaluated by Eysenck personality and job satisfaction questionnaires (the modified
version). The analysis of results employing multi-regression analysis was conducted by
SPSS software, version 18.
Findings
There is no significant relationship between neurotic and psychotic personality types and
job satisfaction of male and female teachers. There exists a significant relationship
between extrovert personality type and job satisfaction among male and female teachers.
Results Discussion
Based on the results, there is no difference between neurotic and psychotic personality
types and job satisfaction; so both genders are equally satisfied with their jobs. But the
38
study shows differences between extroverts and job satisfaction among male and female
teachers. The results also proved that female teachers are more satisfied than males and
men are more psychoneurotic. Their income may be one of the reasons why they are
psychoneurotic. Since men are more expected to be the breadwinner as well as to be
under economic pressure, hence, as the variables of job satisfaction determined, the
payments of male teachers should be considered important in order to increase their
performance and to improve the quality of educational system.
D. S. Slathia, Maharaj R. K (2013). Personality variables differences of male and
female Physical Education teachers working in different areas of Jammu
Kashmir.
Objectives
To find out significant difference between male and female Physical Education teachers
working in Schools of different areas of Jammu and Kashmir (India) as related to their
personality factors.
Methods
A survey type study has been designed to achieve the objectives of the study.
Sample
For the present investigation, Two hundred Physical Education (200) teachers working in
the schools of Jammu province were randomly drawn to act as subjects. Out of these 200
teachers, there were 100 male and 100 female teachers.
Tools
Sixteen Personality Factor (16PF) Inventory by IPAT staff 1974 through 1990 was used
as device to access the personality differences of teachers of both sexes.
Conclusion
Jammu and Kashmir government and private school management lack to formulate
policies to provide conductive atmosphere which may help physical education teachers to
perform their duties under reasonable stress and better behavioral attitude. Optimum
workload will help them for to restrict frustration. Female physical education teachers are
loaded with professional responsibility while giving due consideration for their family and
social responsibilities.
39
Kumar Ravi (2012): A study of Personality Factors, Values and Job Satisfaction of
Employees Working in Different Professions.
Objectives
To find out the personality factors, values and job satisfaction of employees working in
different professions.
Tools used were
R.B. Cattell's 16 personality factor questionnaire, N.Y. Reddys Indian adaptation value
scale and Job satisfaction scale developed by Amar Singh and T.R. Sharma were used.
Major findings
A significant dissimilarity has been found between doctors and teachers, between teachers
and lawyers and between teachers and agricultural. A significant dissimilarity has been
found. Teachers in comparison to lawyers have higher economic, aesthetic and social
values were as lawyers have higher theoretical and political values. Both of them have
similar religious values.
M. Islam A., et al (2012). Personality and Teaching: An Investigation into
Prospective Teachers Personality.
Objectives
To compare and examine the ratio of Big Five Personality Traits (Conscientiousness,
Emotional Stability, Openness to experiences, Extroversion, Agreeableness) in prospective
teachers at teacher Education Institute of Punjab and Pakistan. It also aimed to put forward
some useful suggestions and strategies to improve the quality of teacher education programs
in terms of their capability to develop prospective teacher's personality.
Tool Used
The Big Five Inventory (BFI) originally developed by Oliver P. John (1999).
Findings
It was found that the ration of four personality traits (Extroversion, agreeableness,
conscientiousness and neuroticism) was nearly same, but the ratio of openness personality
trait is greater which means that the openness personality traits of prospective teachers is
more dominant as compared to remaining four big personality traits. It was also found that
there was a significant difference between male and female prospective teachers on their big
five personality traits. Female prospective teachers got greater score on their big five
personality trait instrument as compared to male prospective teachers. The study indicates
the quality of teacher education programme in terms of their capability to develop teacher's
personality.
40
T.M Aslam, et al (2012). Teachers as a Leader and their Traits: Evidence from
secondary level.
Objective
The main objective of the study was to check the leadership behavior of secondary school
teachers.
Sample
The sample used in this study was comprised of 75 male and 75 female (N=150),
employees of public Secondary of Lahore, Pakistan on convenient basis. Total of 300
teachers were contacted personally during this study and 150 of them willingly
participated in the survey. The sample size, response rate and demographic mix were
considered sufficient to perform meaningful statistical analyses and develop appropriate
sense.
Findings
Independent and dependent variables which are showing significance relationships with
each other i.e. personality characteristics and the two leadership behaviors, the value of r
square, beta and F for each relationship is showing positive relationship expect the
relationship between personality factor cooperation and task oriented leadership behavior
which is negative and the relationship between personality factor cooperation and people
oriented leadership behavior is also negative because its beta value is -.20 and all the other
relationships are significant
The findings of this study clearly indicate that personality variables gregariousness,
cooperativeness, morality, assertiveness and conscientiousness are showing people
oriented leadership behavior. Vulnerability is not related with people oriented leadership
style. Personality traits like altruism, assertiveness, cautiousness and cooperation are
showing task oriented leadership styles. Thus extraversion, agreeableness,
conscientiousness are related with both people and task oriented leadership styles.
Openness to experience is not showing any relationship with people oriented and task
oriented leadership styles.
Jan Adfar (2012): Personality Characteristics of teachers with special reference to
Gender -A study on Kashmir University Teachers.
Objectives
The main objective of the study was to find and compare the personality characteristics of
male and female teachers working in various departments of Kashmir University.
Details
- Pages
- Type of Edition
- Erstausgabe
- Year
- 2017
- ISBN (PDF)
- 9783960676836
- ISBN (Softcover)
- 9783960671831
- File size
- 4.6 MB
- Language
- English
- Publication date
- 2017 (October)
- Keywords
- Srinagar Jammu and Kashmir Rural Urban R. B. Cattell S. P. Ahluwalia Shubra Mangal Teacher Emotional Intelligence Teacher Attitude Personality Factor
