Effects of Training on the Level of Emotional Intelligence - Research Proposal Example

Effects of Training on the level of Emotional Intelligence in teachers Number Emotional intelligence The phrase emotional intelligence (EI), coined in 1990, refers to the capacity to check ones individual sentiments and emotions. EI also implies the capacity to differentiate emotions and to employ this analysis to control ones judgments and actions. Some empirical studies indicate that factors influencing emotional intelligence seem to be individual capacities that can be gauged (Ezadinea, Fathi, & Salami, 2011). On the other hand, EI can be defined as the ability to understand the significance of feelings and the factors surrounding them, and to apply a rational thought with the aim of solving a problem based on these factors. Fortunately, while explanations differ, they, however, tend to be reinforce each other rather than conflicting (Rehman, 2011; Sadri, 2011). Literature Review Although studies aimed to investigate what comprises emotional intelligence are yet to be clear enough on EI, researches to date indicate that EI fails to encompass difference in real-life principle even after several other conventional measures are taken care of (Adeoye, & Torubelli, 2011; Jones, & Corner, 2012). Research indicates that individuals who register higher degree of emotional intelligence have a tendency of reporting higher degree of engaging in health and beauty consciousness and better social ties with neighbours (Ahammed, Abdullah, & Hassane, 2011; Min, Hui-Wen, & Mu-Shang, 2011). Similarly, Ugwu (2011) established an approving positive connection between social acumen and Emotional Intelligence. Additionally, individuals with superior degree of emotional intelligence register a substantially greater understanding of the marriage life than individuals with lower degrees of the EI (Shahzada, Ghazi, Khan, Khan, & Shah, 2011; Naseer, Saeed-ul-Hassan, Rahman, & Jumani, 2011). . Teachers have classified school children who show higher level of Emotional Intelligence as less likely to be violent and more sociable than their counterparts (Ford, & Tamir, 2012; Landau, & Meirovich, 2011). Additionally, customer service employees with higher level EI are often classified as more efficient by their superiors than those with lesser degree of emotional intelligence. According to Van Dusseldorp, Van Meijel, and Derksen (2011) more psychologically intelligent workforce usually exhibit higher degree of job contentment and greater dedication to their employers. Correspondingly, Strizhakova and Tsarenko (2010), established substantially positive connections between transformational management and emotional intelligence, as an imperative negative relationship between emotional intelligence and lenient supervisors but no imperative relationship between EI and transactional management (Sheykholeslami, & Ahmadi, 2011; Ma, Tsai, Chang, & Lane, 2010). Impact of EI on teaching The chief function of teachers is to provide an encouraging and productive education environment, which largely depends on the individual instructor’s emotional intelligence. Further, teachers are expected to impart vital skills to school-going children. These encompass individual and social instruction lessons (Cheung, & Tang, 2012). These lessons revolve around skills, which are closely intertwined with emotional intelligence (Çoban, Karademir, Açak, & Devecioğlu, 2010). According to Rachel and Doug (2010), younger instructors, men and those in insignificant positions have decreased degrees of EI compared to females, and the more experienced instructors and individuals in managerial positions. Nooryan, Gasparyan, Sharif, and Zoladl (2011), argue that instruction programs to enhance emotional intelligence can impact positively in terms of strengthening EI, especially among individuals with low EI. This can be achieved by sharpening the dexterity of younger instructors, men, and individuals who hold less significant positions in terms of decision-making in a learning institution (Carolyn, 2010; Fekula, 2011; Jdaitawi, Noor-Azniza, & Mustafa, 2011; Mavroveli, Petrides, Sangareau, & Furnham, 2009). Consistent with hypothetical and empirical study by Quarles and Cole (2011), this research demonstrates that the issues of gender and age are not benignly linked to self efficacy of a teacher. On the contrary, the current outcomes demonstrate imperative linkages between training and teacher efficiency (Nicola, & John, 2011; Moon, & Hur, 2011). Nonetheless, higher ranking instructors with better training demonstrate higher EI and efficiency when on the job: that is, EI trained teachers charged with the duty of carrying out supervisory roles demonstrate a more determined feeling of efficacy than highly learned teachers who are untrained and carry out lower status errands (Joyner, & Mann, 2011). This corroborates a connection between effectiveness and the prevailing workplace environment (Crowne, Phatak, Salunkhe, & Shivarajan, 2011). Ahmed and Qazi (2011) indicate that it is imperative to explore ways to improve efficacy for instructors with low experience and who carry out their duties from insignificant positions in the hierarchy of an education facility. This provides encouragement for developing preparation initiatives to impart participants with the skills related with a stronger emotional intelligence, purposely to improve teachers feelings of efficacy (Ghorbanshiroudi, Khalatbari, Salehi, Bahari, & Mohammad, 2011). The preparations should be based on sharpening the skills of teachers with less exposure and those occupying positions of lower status (Al Qamash, & Altal, 2011; Jorfi, Jorfi, Yaccob, & Shah, 2011). The study This study lifts the lid of some empirical proof, which supports the hypothesis that the emotional intelligence of a teacher is influenced by more exposure to EI lessons and that it influences other key stakeholders in a learning environment such as fellow staff members, students and by extension, the parents and or guardians of school going children. Employing the use of the Elementary Teacher Emotional Intelligence Test (ETEIT), and individual analysis strategies structured for the institution, it was concluded that teachers exhibiting advanced degree Emotional Intelligence are could have passed through EI training. In light of this, they employ dedication to their institutions. Conversely, it could be indicated that teachers with remarkably low degrees of Emotional Intelligence would not work well in an educational environment. The hypotheses The current study aimed to explore, in a category of elementary teachers in America, the link between emotional intelligence and individual training of the professionals as well as the degree at which this correlation is influenced by factors such as gender, teaching expertise, age and position at the workplace. It was theorized that: First, instructors who demonstrated higher degree of EI would have passed through some training to enhance their EI: second, the connection between EI and individual content with the teaching job would be optimized by gender, length of instructional experience, age and the supervisory duties, if any, within the learning institution. Procedure Respondents were taken after appropriate moral clearances were approved by Astute Secondary School on Ethics in Research, the Local Department of Education and Training Committee for Research, and the management of the secondary school. The government institution from the Prairie County was chosen for proximity and a section of instructors was selected from within the education institution. A brief elaboration of the scope of the project during the school’s regular staff meetings and the respondents were each given a questionnaire booklet, paid addressed envelope for the reply and a precise clarification of what was expected. The respondents were instructed not to enter any of their personal details in the questionnaire in order to protect their privacy. In the process, 35 questionnaires were given out with 30 (86%) being filled and submitted. Data were gathered and analysed using an SPSS program. No data recognition individual instructors were coded. Respondents Of the 35 respondents there were 18 (53%) male and 15 (46%) female. Two participants did not indicate gender (1%). The ages of the respondents ranged between 24 and 35 years. The average age was 29.5 years, the median age 28 years, and the mode was 27 years. In terms of years, the level of teaching experience for the respondents, ranged from 2 to 5 years. The average length was 3 years, and the median and mode were 2.5 and 2 years respectively. Outcomes and Conclusion This study explored the correlation between teacher training and the level of emotional intelligence vis-à-vis the impact of other factors such as gender, teaching experience, age, and position. It was theorized that the trained and experienced teachers would show superior emotional intelligence to untrained or teaching staff, or those with limited experience. The process was repeated one year after the teachers had undergone training. Results in this research provide proof to support the theory. As anticipated, training of teachers played a significant role in improving the level of emotional intelligence in the workforce. The optimal correlation established between superior emotional intelligence and trained teachers provides empirical evidence to support the hypothesized link between these two factors. 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