Indira Gandhi National Open University

JOB SATISFACTION IN RELATION TO EMOTIONAL INTELLIGENCE

AMONG SECONDARY SCHOOL TEACHERS IN

TRISSUR DISTRICT

Submitted by

Name: SUSITHA SURENDRAN C

Enrolment No: 172385524

Regional Centre: Kaloor, Ernakulam

Guide: REMYA CHITHRAN K C

Submitted to the Discipline of Psychology, School of Social Science (SOSS)

Indira Gandhi National Open University (IGNOU)

In partial fulfillments for the award of the degree

Master of Arts in Psychology (MAPC)

(MPCE-016) 2019 – 2020

JOB SATISFACTION IN RELATION TO EMOTIONAL INTELLIGENCE

AMONG SECONDARY SCHOOL TEACHERS IN

TRISSUR DISTRICT

Submitted by

Name: SUSITHA SURENDRAN C

Enrolment No: 172385524

Regional Centre: Kaloor, Ernakulam

Guide: REMYA CHITHRAN K

Submitted to the Discipline of Psychology, School of Social Science (SOSS)

Indira Gandhi National Open University (IGNOU)

In partial fulfillments for the award of the degree

Master of Arts in Psychology (MAPC)

(MPCE-016) 2019 – 2020

 CERTIFICATE OF ORIGINALITY

This is to certify that the Project Report titled “job satisfaction in relation to
emotional intelligence among secondary school teachers in thrissur district”
submitted to Indira Gandhi National Open University in partial fulfillment of the
requirement for the award of Master of Arts Degree in Psychology (MAPC) is an
original work carried out by Mr. / Ms. SUSITHA SURENDRAN C (Enrollment
Number: 172385524).

The matter embodied in this Project is a genuine work done by the student and has
not been submitted whether to this University or to any other University/ Institute for
the fulfillment of the requirement of any course of study. The content of project
report/dissertation has been checked for plagiarism.

Signature of the Learner Signature of the Guide

Name: SUSITHA SURENDRAN C Name: REMYA CHITHRAN K C

Enrollment Number: 172385524 Designation:

Place: KOCHI Name of Institution/ Organization:

Date: Date:
 CERTIFICATE OF COMPLETION

This is to certify that Mr. /Ms. SUSITHA SURENDRAN C Enrollment No.

172385524 has successfully completed Project in MPCE 016 titled _“job
satisfaction in relation to emotional intelligence among secondary school teachers
in Trissur district” under the guidance of REMYA CHITHRAN K C, Asst.
Professor in Christ College, Irinjalakuda.

Signature of the Learner Signature of the Guide

Name: SUSITHA SURENDRAN C Name:REMYA CHITHRAN K C

Enrollment No: 172385524 Designation:

Study Centre:IGNOU-RC,KOCHI. Date:

Regional Centre: KOCHI

Place: KOCHI

Date:
 ACKNOWLEDGEMENT

I place on record my immense gratitude to all those contributed who directly or

indirectly to complete my endeavor.

At the outset, I wish to express my profound and sincere gratitude to my guide, Mrs.
Remya chithran. K C, Asst. Professor, Christ college Irinjalakuda, (autonomous), for
her scholarly guidance, meticulous supervision and the untiring efforts taken for
guiding the study. I am extremely indebted to her for the support she extended to me
in every stage of this endeavor, which fortified me with confidence and enthusiasm
to carry out this study tocompletion.

I place on record my sincere gratitude to the director, asst. directors, academic

counselors and other officials of Indira Gandhi national Open University, Kochi
regional Centre, kaloor, for the academic and official supports they extended to me
during the period of this study. My heartfelt thanks to Mrs. Mercy Thomas, asst.
professor in psychology, Mercy College, Palakkad, for the valuable suggestions and
advices extended throughout the study. I would also like to extend my profound
thanks to Mrs. Sabitha c k asst. professor, Calicut university teacher education
Centre, Chalakkudy for giving the permission to use the tools developed them for
study.

Heartfelt thanks are due to the Headmasters, Teachers, Staffs and Students of the
Schools for their cooperation and support extended during the data collection stage
of the study. I am extremely thankful to my family members and friends for their
sincere prayers, immense love, moral support, everlasting encouragement,
inspiration, all which actually motivated me in making this achievement.

SUSITHA SURENDRAN.C
 TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OFAPPENDICES

LIST OF ABBREVIATIONS

CHAPTER CONTENT PAGE: No

1 INTRODUCTION 1-7

1.1 Introduction 1

1.2 Job satisfaction of teachers 1

1.3 Emotional intelligence 2

1.4 Emotional intelligence: an effective quality in teaching 3

1.5 Job satisfaction is related to emotional intelligence 4

1.6 Research topic 5

1.7 Variables of the Study 6

1.8 Format of the Research Report 7

2 REVIEW OFRELATEDLITERATURE 9-25

2.1 Introduction 9

2.2 Studies Related to Job Satisfaction 10

2.3 Studies Related to Emotional Intelligence 17

2.4 Conclusion 24
 3 RATIONAL OF THE STUDY 29-32

3.1 Introduction 29

3.2 rational of the study 30

3.3 conclusion 32

4 METHODOLOGY 30-37

4.1 Introduction 30

4.2 Research problem 30

4.3 Objectives of the study 30

4.4 Hypothesis of the Study 31

4.5 Operational definition 31

4.6 Sample of the study 32

4.7 Research design 34

4.8 Tools used for data collection 34

4.9 Statistical Techniques used for Data Analysis 36

5 RESULTS AND DISCUSSION 39-56

5.1 Hypothesis of the study 39

5.2 Objectives of the study 39

5.3 Preliminary analysis 40

5.4 Major analysis 53

5.5 Conclusion 56
 6 CONCLUSION AND IMPLICATION 62-68

6.1 Introduction 62

6.2 Restatement of the problem 63

6.3 Variables of the study 64

6.4 Hypothesis of the study 64

6.5 Objective of the study 64

6.6 Conclusion of the findings 65

6.7 Tenability of hypothesis 67

6.7 Implication of the study 68

7 DELIMITATION AND LIMITATION OF THE STUDY 70-71

7.1 Delimitation and scope of the study 70

7.2 Limitation of the study 70

7.3 Suggestions for the further research 71

REFERENCES 72

APPENDICES 80- 106

A List of Schools Selected for the Study 80

B Job Satisfaction Scale-English 81

C Job Satisfaction Scale-Manual 86

D Emotional Intelligence Test-English 90

E Emotional Intelligence Test-Manual 100

F General datasheet 106

 LIST OF TABLES

5.1 Statistical Indices relating to job satisfaction Scores of 40

Secondary School teachers (Total sample and the Sub-samples)

5.2 Classification of Total Group into High, Average, Low Job satisfaction 41

Groups

5.3 Comparison of the Job Satisfaction of the Sub-samples based on Gender 43

5.4 Comparison of the Job Satisfaction of the Sub-samples based on locale 45

5.5 Statistical Indices Relating to emotional intelligence Scores of Secondary 47

School teachers (Total sample and the Sub-samples)

5.6 Classification of Total Group into High, Average and Low Emotional 48

Intelligence group

5.7 Comparison of the Emotional Intelligence of the Sub-samples based on 50

Gender

5.8 Comparison of the Emotional Intelligence of the Sub-samples based on locale 52

5.9 Correlation analysis based on Job Satisfaction, Emotional Intelligence 53

5.10 Comparison of Sub-Sample with Job Satisfaction and Emotional Intelligence 55

 LIST OF FIGURES

SI. No FIGURE page

5.1 Proportion of High, Average, and Low Job satisfaction

Groups in Total group 41

5.2 Bar Diagram of Job Satisfaction Scores For The Total

Group 42

5.3 Frequency Distribution of The Job Satisfaction Scores

For The Gender Sub Sample 44

5.4 Frequency Distribution of The Job Satisfaction Scores

For The Locale Subsample 46

5.5 Proportion of High, Average And Low Emotional

Intelligence Groups In total group 49

5.6 Bar Diagram of Emotional Intelligence Scores

For The Total Group 49

5.7 Frequency Distribution of Emotional Intelligence Scores

For The Gender sub sample 51
5.8
Frequency Distribution of Emotional Intelligence Scores

For The Locale Sub sample 52

 LIST OF APPENDICES

Appendix- A List of Schools Selected for the Study 80

Appendix-B English version of Job satisfaction scale 81

Appendix-C Manual of Job satisfaction scale 86

Appendix–D English version of Emotional intelligence test 90

Appendix–E Manual of Emotional intelligence test 100

Appendix–F General datasheet 106

 LIST OF ABBREVIATIONS

APA - American Psychological Association

EI - Emotional Intelligent

SI - Spiritual Intelligence

SQ - Spiritual Quotient

IQ - Emotional Quotient

M - Mean

MDN - Median

MPOP - Mean Population Value

N - Total Number

r - Coefficient Of Correlation

rPOP - Population Value of Coefficient Of Correlation

SEM - Standard Error of Mean

SK - Skewness

Σ - Standard Deviation

JS - Job Satisfaction
 ABSTRACT

The present study is to find out relationship between job satisfaction and
emotional intelligence among secondary school teachers of Thrissur district for the
total sample and sub sample based on, Gender and Locale. Normative Survey method
was adopted for the present study. The sample for the study constituted a
representative group of secondary School teachers of Thrissur district (N=265),
selected on the basis of „random sampling technique‟. The data for the study were
collected by administrating the tools via; (1) Teachers job satisfaction scale;
YudhvirendraMudgil. Prof.I.S.Muhar, 1991(2) Emotional intelligence test
(sabithac.k) these tools were administered on the sample under standardized
conditions. Collected data‟s were analyzed using appropriate statistical techniques.

The investigation is aimed at studying the relationship between job

satisfaction and emotional intelligence of secondary school teachers of Thrissur
district. The sample consisted of 265 secondary school teachers from selected schools
of Thrissur district. The investigator adopted all possible steps to make the study a
reliable one and generalizable as far as possible. Statistical analysis of the data
revealed that the, Job satisfaction of Secondary School teachers of Thrissur district is
average only 12.83% of the secondary school teachers under study possess „High „job
satisfaction. Majority of the teachers fall in the „Average‟ (72.45%) and 14.72% fall
in the „Low‟ job satisfaction group. Male have better job satisfaction compared to
female. The urban teachers showing better satisfaction towards their job compared to
their rural counterparts. The Secondary School teachers of Thrissur district, with the
exception of a few, do not have high emotional intelligence. Finding can be
interpreted as due to the fact that secondary schools teachers in rural and urban are
almost emotionally intelligent in the same manner.
 In the present study we can understand that, job satisfaction and emotional
intelligent have -0.238 correlation.in other words, Job satisfaction is related with
emotional intelligent, But this relationship is negligible relationship. Correlation
between job satisfaction and emotional intelligence, Job satisfaction is related with
emotional intelligent. But this relationsh ip is negligible relationship. The values of
the coefficient of correlations for the sub-samples based on gender and locale are also
positive and significant at .01 levels. r-values obtained for the sub-samples under
study show that the degree of relationship between the variables (job satisfaction and
emotional intelligence) is indifferent or negligible relationship for all the sub-samples,
as in the case of the total group.

Key terms: Job satisfaction, Emotional intelligence, Secondary school teachers.

 CHAPTER I

INTRODUCTION
INTRODUCTION

The success and the progress are the goals of any organization. The most
important factor in achieving these goals is human resources. In educational
organizations, the most important human resources are teachers, who not only
functions as a guide and a facilitator for acquisition of knowledge but also inculcator
of values and transformer of inner beings. They also have to nourish the young minds
to be a great one. Teacher as the word itself indicate the light of knowledge, for ever
has a distinct and admirable position in the world. The future of society totally
depends on the human resources developed by the teachers. According to Mathuri&
Shah (1994) a teacher has an important role in our efforts to relate education to
national developments and social changes. It is the responsibility of the teacher to
guide and inspires students, to enrich his discipline to inculcate values, which are in
consonance with our cultural; heritage and social objective.

The major factor associated with secondary school teacher‟s decision to

leave or to remain in the teaching profession is their job satisfaction. Job satisfaction
is related to working condition and level of professionalism is key factor successfully
recruiting and retaining teachers (Stanburg& Zimmerman. 2000). Job satisfaction is
also important to a teacher as the ultimate desire of any person is the most favorable
result from the activities he is doing. Satisfaction from doing anything related to his
job will give extra energy and inspiration to a teacher to love his job more. Teachers
with emotional intelligence are more satisfied with their jobs, because they can able to
manage any problematic situations very easily.

JOB SATISFACTION OF TEACHERS

Teacher job satisfaction is an expression of agreement with those

conditions or areas of job which satisfy the needs of a teacher and increase her
interest and involvement in the work and disagreement with the conditions which are
annoying and humiliating. The teachers who are satisfied with their job are also

1
effective teachers. Emotional intelligence is the key factor for a teacher to be satisfied
with their job

Teachers have to face many problems during their job period ,when she is
able to face all the problems then only she will be satisfied with her job, for that a
teacher have to be emotionally intelligent. The main aim of education is to modify the
behavior of students according to their needs and expectations of the society so
education is essential for the growth and development of the individuals as well as
society. Human performance is influenced by many factors out of which intelligence,
emotions are prominent

EMOTIONAL INTELLIGENCE

The phrase "emotional intelligence" has been derived from the social
intelligence which was first coined by E.L.Thoendike in 1920; there was no talk of
emotional intelligence. In 1989, John Mayer and Peter Salovey first coined phrase
emotional intelligence. In 1995 Goleman popularized this term widely. A teacher
should have a high level of emotional intelligence, because it links strongly with
concept of love and spirituality. It bringing compassion and humanity to work
becoming a successful teacher requires self-awareness, control and management of
ones on emotions and those of the pupils. It embraces the aspect of intelligence,
understanding one‟s own goal, intention, responses, behavior and understanding
pupils and their feelings.

Emotional Intelligence is the ability to recognize, acknowledge, manage

and handle your emotions in such a way that primates personal growth At best, IQ
contributes 20% to the factors that determine success which leaves 80% to other
forces (Goleman, 1995) as regarded to the variable spiritual intelligence (SQ) it is
the Intelligence which we balance meaning, value and place our lives in a wider
context. It is the “ultimate intelligence” as with our both EQ and IQ cannot function
(Zohar, 2001). It is the intelligence which makes us whole, integral and

2
transformative: it is the soul‟s intelligence, intelligence of deep self. Emotional
intelligence is necessary for the effective functioning of both intelligence quotient
and emotional quotient it is our ultimate intelligence (Zohar, 2000).

Emotionally intelligence provides a sense of personal wholeness, goal and

direction. Educators with high level of emotional intelligence are able to mold
teachers and students. Teachers with emotional intelligence are more satisfied with
their jobs and it has positive influence on job satisfaction.

Emotionally intelligence provides a sense of personal wholeness, goal and

direction. Educators with high level of emotional intelligence are able to mold
teachers and students. Teachers with emotional intelligence are more satisfied with
their jobs and it has positive influence on job satisfaction.

Teacher job satisfaction is an agreement with those conditions or

areas of job which satisfy the needs of a teacher and increase her interest and
involvement in the work and disagreement with the conditions which are
annoying and humiliating. The teachers who are satisfied with their job are also
effective teachers. Emotional intelligence is the key factor for a teacher to be
satisfied with their job

EMOTIONAL INTELLIGENCE: AN EFFECTIVE QUALITY IN TEACHING

PROFESSION

Teaching is the profession that shapes education. It is the essential

profession, which makes all other profession possible .Well qualified, caring and
committed teachers will improve curricula and assessments and safe school and
highest standards in the world. It will ensure that our children are prepared to face
challenges and utilize opportunities .Teachers are real destiny makers of nation. They
must have the awareness of real meaning of their life rather than content mastery and
teaching skill. Teaching profession is challenging and responsible. They face many
problems in classroom. A born teacher can handle this problem eminently. A new

3
yardstick of emotional intelligence (EI) has come to be regarded as a new measure of
success in our professional and personal life .EI takes for granted having enough
intellectual ability and technical know -how to do our job; it focuses instead on
personal qualities such as initiative and empathy. Adaptability and persuasiveness,
motivation and awareness, all of which constitute EI. Different professions require
different EQ levels and to be successfully satisfied in teaching profession one need to
have a high emotional intelligence level. The teachers are the pivots who make the
students as future citizens. National policy on education admitted that no education
system could function without the qualification of its teachers. The qualities of
teachers mainly depend on their subject knowledge, behavior, attitude, personality
traits, relation with others, etc. Teachers become most important in the fields of
educational research because thy mold the children with good character, subject
matter, social life. If the teachers have the above qualities, then only, they can become
satisfied teachers for the teachers to be highly satisfied, emotional intelligence are
very important. A good teacher who is morally and spiritually a model for the
students. Emotionally intelligence teachers can able to have high satisfaction in their
jobs. Therefore it is to be studied that whether a teacher is truly satisfied with his
profession or not.

JOB SATISFACTION IS RELATED TO EMOTIONAL INTELLIGENCE

Teachers have true emotional intelligence about him/herself or not,

whether teachers job satisfaction is related to emotional intelligence or not. For this,
many studies have been conducted by different persons at different times on teacher‟s
job satisfaction, emotional intelligence taking these aspects independently or two
aspects together. From the revised reviews that exist some relationship between
teachers job satisfaction, emotional intelligence. Even though there are contravenes
about the nature of relationship between these variables. The aim of education is to
help students develop in to highly evolve and morally oriented human being.
Therefore, there has to be a humanistic approach to the teaching-learning process.
Teachers are to be high level imbibing a high level of satisfaction; learners are to be
4
imbued with satisfaction to learning. Only a satisfied teacher wills be able to create
satisfied learner. There were very few studies, related to teacher‟s job satisfaction and
emotional intelligence, also the investigator could not find studies considering
teachers job satisfaction, emotional intelligence and together. So there arises the need
to study the relationship of job satisfaction with various aspects.

THE RESEARCH TOPIC

The study focused on identifying the phenomena related to emotional

intelligence help us to establish social relationship, managing emotions and cultivate
values in others. Emotionally intelligent teachers are highly satisfied with their job.
The teachers who have high emotional intelligence they have cultivate emotionally
intelligent generation. So educational institutions and administrators promote the
teachers through proper in-service programmers for teachers maintains emotional
intelligence through this way teachers‟ can able to more satisfy with their jobs

Teachers become most important in the fields of educational

research because they mold the children with good character, subject matter,
social life, love, sympathy, wisdom, compassion, understanding, inner peace,
freedom and the like. If the teachers have the above qualities, then only, they
can become satisfied in their job .Hence the investigator choose the topic „JOB
SATISFACTION IN RELATION TO EMOTIONAL INTELLIGENCE
AMONG SECONDARY SCHOOL TEACHERS IN
THRISSURDISTRICT‟

5
VARIABLES OF THE STUDY

Job satisfaction: independent variable

Job satisfaction, however results from an individual‟s perception of how

well or how badly the job and the conditions surroundings. It has been capable of
fulfilling his needs. Job satisfaction has been defined as a pleasurable emotional state
resulting from the appraisal of once job; an affective reaction to once job; and an
attitude towards once job (Wciss2002).job satisfaction as the ultimate desire of any
person is the most favorable results from the favorable results from the activities he is
doing .satisfaction from doing anything related to his job will give extra energy and
inspiration to a teacher to love his job

Emotional intelligence: dependent variable

Emotional intelligence is the ability to identify access and control the

emotions of one or others. It refers to the capability for recognizing our own
feelings and those of others, for motivating ourselves and for managing
emotions well in our sells and in our relationship (Goleman 1999)

Five components of emotional intelligence: self-awareness, Self-

regulation, Motivation, Empathy, Social skill

Secondary school teachers

Secondary school teachers are those who deal the students from
standards 8, 9, 10, 11, 12 classes of secondary in the 10+2+3 pattern in the
various educational districts in Kerala. Although this varies, it comes after
primary school or middle school and may be followed by higher education or
vocational training. In this present study the term secondary school teachers
denotes the teachers those

6
FORMAT OF THE RESEARCHREPORT

The study is reported in seven chapters as detailed below:

Chapter I: this section should introduce the topic selected by study. It can also give
a brief description of the variable.

Chapter II: The review of the related literature pertaining to the research topic is
presented in detail in this chapter.

Chapter 1II: This chapter contains the rational for carrying out the particular project
is explained here. In this chapter justify here why you want to do this study taking
these particular variables

Chapter IV: This chapter contains the method adopted for the study, research
problem, objective, hypothesis, operational definition, the sample selected, ,research
design, the tools used for data collection, the procedure adopted for the study, and
the statistical techniques used for analyzing the data.

Chapter V: This chapter includes the findings of the study after data analyses are
reported in tabular and graphical form. Then discussed in the light of existing
research studies. Then implication on findings are also discussed

Chapter V1: This chapter concludes the findings of research. And implications of
the findings need to be pointed out in this section

Chapter V11: This chapter contains delimitations; Limitation and suggestion for the
further research of the study are included.

The report is followed by a fairly exhaustive Bibliography, and the

Appendixes pertaining to the study. In preparing the report, the format stipulated by
the American Psychological Association (APA, 2010) is adhered to the maximum
possible extent, making allowances for justifiable modifications wherever necessary.

7
 CHAPTER 2

REVIEW OF RELATED LITERATURE

INTRODUCTION

The review of related studies involves the systematic identification,

location and analysis of documents containing information related to the research
problem. It is an account of what has been published on a topic by credited scholars
and researchers. According to Best (1985), “A familiarity with the literature in any
problem area helps one to discover what is already known, what others have
attempted to find out, what methods of attacks have been promising or disappointing
and what problems remain to besolved”.

Review of related literature gives the research worker an opportunity to acquaint

himself/herself with the current knowledge and up-to-date information about what has
been thought and done in the area of his/her choice.

The present study is an attempt to finds out the relation of job satisfaction, emotional
intelligence and spiritual intelligence of secondary school teachers in Thrissur district.
Studies pertaining to the job satisfaction emotional intelligence and spiritual
intelligence and other related variables were reviewed in this chapter. The sources
included relevant scholarly research studies, dissertations, journals, newspapers,
seminar reports, workshops and publications.

The review of related literature is arranged in three sections.

Studies related to Job satisfaction.

Studies related to emotional intelligence.

STUDIES RELATED TO JOBSATISFACTION

Job satisfaction is the result of various attitudes of an employee towards

his job. A few pertinent studies related to job satisfaction are reviewed and reported
asbelow:

Gani and Shahanas (2015) conducted a study on Job satisfaction of higher secondary

9
school teacher‟s relation to their seniority and stream of education. The main
objective of the present investigation was to study and compare the job satisfaction of
Higher Secondary teachers in relation to their Seniority (age) and Stream of
Education. 100 Higher Secondary teachers have been randomly selected from various
Higher Secondary Schools of District Srinagar. The data has been analyzed by
applying mean, SD and t-value. The senior higher secondary school teachers are more
satisfied with regard to their job than junior higher secondary teachers. The science
teachers are more satisfied with regard to their job than Social Science Higher
Secondaryteachers.

Kaur, 2013) conducted a study on spiritual intelligence of secondary school teachers

in relation to their job satisfaction this study was designed to examine the relationship
between spiritual intelligence and job satisfaction of secondary school teachers .
Participants were 100 secondary school teachers who completed the spiritual quotient
scale (SQS), and teachers job satisfaction scale (TJSS). The finding of the study
revealed a significant positive relationship between teachers‟ spiritual intelligence and
their job satisfaction. A significant difference is found between spiritual intelligence
of government and private secondary school teachers. But significant difference is
found between job satisfaction of government and private secondary school teachers.
The study also indicates that spiritual intelligence and job satisfaction are not
influenced by gender.

Agarwal, (2012)conducted a study on correlation on teacher effectiveness and job

satisfaction of higher secondary school teachers, this study has clearly show that all
type of government schools teachers have more teacher effectiveness than all type of
aided and unaided school teachers. It means that government school teachers have
better professional knowledge, academic knowledge, and sources of information,
motivation, teaching skills, co-curricular activities, class management, personality
characteristics and better relationship with fellow teachers, principals and parents.
The study clearly indicates that the particular type management of school influences
teacher effectiveness. It can be said that type of the management structure of the

10
school affects the teacher effectiveness and job satisfaction, enhances teacher
effectiveness.

Nisha and Kumar (2012) conducted a study on job satisfaction among teachers of
madras veterinary college. This study was conducted to measure job satisfaction and
preference towards performance appraisal system among the faculty of Madras
Veterinary College, Chennai. The data were collected using a questionnaire from 45
teachers. Job satisfaction was measured in nine facets using scoring techniques to
analyze the data. Performance assessment was measured by direct questioning on
their satisfaction in the existing system and their preference of how to be assessed by
conventional analysis using percentage and results interpreted. The results showed
that majority of the respondents had low to medium level of job satisfaction. The
degree of job satisfaction analyzed showed that the staff of Madras Veterinary
College was not satisfied with the operating conditions, fringe benefits and contingent
rewards and promotion. The staff was moderately satisfied with the pay they received
and the communication pattern in the organization. The staff was highly satisfied with
their superiors and the nature of their work. The study revealed that three-fourths of
the staff was satisfied with the present system of appraisal and rest was not satisfied
with it. More than half of the respondents felt that 3600 assessment wasbetter.

Bhandari and Patel (2011) conducted a study on job satisfaction of women teachers.
The study examined the women teachers‟ job satisfaction level. Job satisfaction is a
Pleasurable or positive emotional reaction to a person‟s job experiences. The present
study is the outcome of a questionnaire survey on job satisfaction of the women
teacher working in primary and upper primary schools of Gulbarga city. The
questionnaire contains different questions on job satisfaction such as salary,
promotional opportunities, work encouragement, insensitive, working conditions and
other factors such as sanction of leave, work convenience etc. The study found that
few of women teachers are facing certain problems such as lack of coordination and
cooperation in the work place. Majority of these teachers are satisfied with their work,
job and salary. Majority of women teachers said they have not got recognition for the

11
job and work done. Majority of the women teachers also said that they have
promotional opportunities in the teaching profession.

Geetha and Pandey (2011) conducted a study to know job satisfaction in Public sector
and private sector. Findings of the study revealed that job performance of
individuals with high versus low job ambivalence may fluctuate such that job
performance is comparatively high when positive beliefs and affective experiences
are salient and thus predominate at a certain point in time but that their performance
may be comparatively low at other times when negative beliefs and affective
experiences are salient andpredominate.

Sidana and Kaur (2011) conducted a study on „job satisfaction a challenging area of
research in education. This study examined Assuring job satisfaction, over the long
term, requires careful planning and effort both employers and employees. Creating a
good blend of factors that contribute to a stimulating, challenging, supportive and
rewarding work environment is vital. Because of the relative prominence of pay in the
reward system, it is very important that salaries to tie to job responsibilities and that
pay increases be tied to performances rather than seniority.

Convey (2011) conducted a study on motivation and job satisfaction of catholic

school teachers. The study examined the relationship between catholic school
teachers‟ motivation and job satisfaction. The school‟s academic philosophy and its
Environment were important predicted of the teachers‟ satisfaction with their sense of
efficiency regarding their work with students and their relationship with
administrators‟ and other teachers. The motivation to teach in the school because it
was a catholic school was an important predictor of teacher‟s satisfaction with the
school. The result of these study confirm that the importance of a religious factor as
an important motivation for teachers choosing to teach in catholic schools and an
important predictor of their job satisfaction

Wasilik (2011) conducted a study to examine the intercultural competence, teaching

strategies and job satisfaction of foreign – born instructors in small U.S higher

12
educational institutions. The study found that foreign-bond instructors accessed
themselves quite high education the inter-cultural competence scale. Also it was
found that inter-cultural competence was most strongly related to the instructors‟
length of teaching in the U.S, instructors‟ age and tenure status. As far as teaching
strategies‟, instructors coming from cultures were generative style of teaching is more
common tended to favor generative teaching strategies in the U.S,classroom.

Suryanarayana and Goteti (2010) designed a study to know teaching Competency and
teacher job satisfaction among secondary school teachers and Concluded that the
teaching competency variable was related with the teacher‟s Job satisfaction.
Teaching competency in terms of all demographic variables like sex, locality,
qualification, experience, type of management and type of institution was differ
significantly, whereas the job satisfaction in terms of all demographic variables like
sex, locality, qualification, marital status, experience, type of management and type of
institution categories was also differ significantly.

Sylvester (2010) conducted a study to know attitude towards teaching profession and
job satisfaction of teacher educators. A random sample of 100 teachers‟ educators of
15 private colleges of education in Madurai district was taken for the study. Attitudes
towards Teaching Profession Scale by Uhrbrock and Job Satisfaction Scale by Bubey.
Results revealed that there was significant difference between male and female
teacher educators with regard to job satisfaction in their teaching profession. There
was no significant difference between the teacher educators belonging to urban and
rural areas with regard to job satisfaction in their teaching profession. There was no
significant difference between the teacher educators having M.Ed. and M.Phil.
Qualifications with regard to job satisfaction in their profession. Gender
differentiation did not have influence on the attitude towards teaching profession.
Number of years of total teaching experience did not have influence on the attitude
towards teaching profession. Number of years of total teaching experience did not
have influence on the job satisfaction in the teaching profession. There was no
significant relationship between attitudes of the teacher educators towards their

13
profession and their job satisfaction.

Enoch Tyilana (2010) conducted a study on the impact of motivation on job

satisfaction amongst employees of a national broadcaster .The purpose of this study
was to investigate the impact of motivation on job satisfaction (dissatisfaction) of
journalistic employees employed by the national public broadcaster. The idea was to
profile factors causing high motivation and job satisfaction and also to profile those
factors that contribute low motivation and dissatisfaction at work. The rationale for
the study was simply an observation that some employees seem better adjusted and
happy at work and are able to cope well with the demands of the working
environment while others are not. Another observation is that management seems not
to be aware of what motivates their subordinates and to strategically utilize those
motivational tools to maintain high levels of job satisfaction, high productivity and
morale. The study illustrates that when employees are happy and satisfied in their
jobs, their level of motivation is high and they perform at peak all the time. On the
other hand, when employees are unhappy and dissatisfied at work, their level of
motivation is low and they don‟t perform at peak level. The study recommends
strategies of how management can utilize achievement, recognition and work itself as
a tool to keep employees motivated and satisfied in their jobs. It also recommends
ways by which management can eliminate low motivation and job satisfaction
amongst employees by improving management skills, knowledge and competencies
of managers, building relations between managers and subordinates and also
improving the quality of internal communication with employees especially on policy
and administrative matters.

Muchhal and Satish (2010) noted accountability of primary school teachers in relation
to their job satisfaction. Sample of the study comprised 150 primary school teachers
from private and government school of Baghpat district from Uttar Pradesh State. Out
of 150 primary school teachers only 30 teachers i.e. 20% more satisfied 70 teacher i.e.
46.67% average satisfied and the rest 50 teachers i.e.33.33% were less satisfied
toward their job. The coefficient of correlation between teacher‟s accountability and

14
job satisfaction was positive. It indicated that teachers who were more jobs satisfied
were highly accountable; on the other hand teachers who were less satisfied were less
accountable towards their job. There exited a significant difference in job satisfaction
of male and female teachers. Female teachers were more satisfied towards their job as
compared to male teachers.

Darmody and Smyth (2010) conducted a study on Job Satisfaction and Occupational
Stress among Primary School Teachers and School Principals in Ireland.
Internationally, a considerable amount of literature has emerged on the factors
influencing job satisfaction and occupational stress among school teachers. However,
there is a paucity of recent, comprehensive empirical research in this area in the
context of Irish primary schools. In view of ongoing changes in schools and curricula
as well as the working conditions of teachers, identifying factors influencing job
satisfaction and occupational stress is timely as the ability to cope with change has
become increasingly important for teachers and principals. Teacher job satisfaction
and stress can have both economic and personal implications as it can lead to stress-
related employee absenteeism, burnout and a negative impact on pupil outcomes
(Kyriacou, 1987). The findings of this study indicate that an overall majority of Irish
primary school teachers (98%) and principals (93%) were happy in their job, though
some experienced occupational stress (45% of teachers and 70% of principals). Job
satisfaction and occupational stress were associated with a number of background and
school-level factors

Sumangala and Ushadevi (2009) conducted a study on efficiency of role conflict, job
satisfaction and attitude towards teaching predicting success in teaching among the
secondary school women teachers of Kerala. The survey was carried out among 300
secondary school women teachers working in 53 government and private – aided
secondary schools of ten districts of Kerala. The tools used for the collection of data
were Role Conflict Scale, Job Satisfaction Inventory for teachers, Scale of Attitude
towards Teaching Profession and Teacher Success in Teaching. Role conflict had
greater predictive efficiency of 26.464%. When compared to attitude towards

15
teaching profession which had the predicative efficiency of 13.550%. Thus 40.010%
of the various in success in teaching among the secondary school women teachers
were accounted for by the variation due to role conflict and attitude towards teaching
profession. Job satisfaction was not capable of predicting success in teaching.

Sharma (2009) conducted a study on the status of organizational health of elementary

schools and job satisfaction of teachers and relationship between the two variables. A
total of 184 teachers were chosen from 39 elementary schools, of which, 95were from
20 government schools, and 89 were from 19 private schools of Bhopal city School
Organizational Health Questionnaire and Teacher Job Satisfaction Questionnaire were
used. Results indicated that with respect to total organizational health, the private
schools were better than that of government schools and all the schools together. The
private schools had shown highly satisfactory status of organizational health and
government and all the schools together showed only satisfactory status. Teachers of
private schools were highly satisfied whereas the teachers of government schools
were only above average in job satisfaction. On the whole, the elementary school
teachers of Bhopal city were highly satisfied. The result of highly satisfied teachers of
private elementary schools might be attributed to the facilities, working conditions,
effective discipline policy and balanced work demands etc. There was a positive and
substantial correlation between organizational health of schools and job satisfaction of
teachers.

Saveri (2009) studied relationship between job satisfaction and life satisfaction among
Bachelors of Training assistant teachers‟ educators. The population for the study
consisted of the B.T. assistant teachers of sixteen higher 66 secondary schools in
Trichy and Lalgudi educational districts. The sample consisted of 30 government and
aided higher secondary school B.T. assistant teachers from both rural and urban
schools. Tools were Job Satisfaction Scale and Life Satisfaction Scale. Findings
revealed that majority of B.T. asst. teachers showed a moderate level of job
Satisfaction and life satisfaction. There was a significant difference between aided
and government schools B.T. asst. teachers in their extent of job satisfaction. There

16
was significant difference between urban and rural schools B.T. asst. teachers in their
extent of life satisfaction. There was significant difference between married and
unmarried teachers in their extent of life satisfaction. There was significant
association between job satisfaction and total number of years of teaching experience.
There was positive relationship between job satisfaction and life satisfaction.

From the research studies related to job satisfaction it is concluded that teaching
competencies, experience of the teacher, educational qualification, environment of the
school affect the job satisfaction of the teacher.

STUDIES RELATED TO EMOTIONALINTELLIGENCE

Emotional intelligence is a very recently described intelligence form. The

skill which belonging to the highly developed emotional intelligence include: to be
independent from your own feelings, ability to adjust yourself to them, ability to
recognize , name and direct your feelings, discern the nuances of feelings and use
them in a positive way, and be able to derive actions from them. A few pertinent
studies related to emotional intelligence are reviewed and reported as below:

Gupta (2014) conducted a study on Emotional Intelligence and Work Life Balance of
Employees in the Information Technology Industry. This study indicates that
Emotional Intelligence is a set of qualities and competencies that captures a broad
collection of individual skills and dispositions, usually referred to as soft skills or
inter and intra-personal skills, that are outside the traditional areas of specific
knowledge, general intelligence, and technical or professional skills. Emotions are an
intrinsic part of our biological makeup, and every morning they march into the office
with us and influence our behavior. This study is light on impact of emotional
intelligence on performance of employees and the next objective is to know how to
become an EI organization. Emotional Intelligence (EI) refers to the ability to
perceive, control, and evaluate emotions. Some researchers suggest that emotional
intelligence can be learned and strengthened, while other claim it is an inborn
characteristic. To do the research thoroughly, review of literature is being taken with

17
twenty articles. Through this study, it is concluded that emotional intelligence has
greater impact on performance of employees. Secondly an emotionally intelligent
organization is based on an organizational strategy to improve businessperformance.

Ani and Kaur (2013) conducted a study on Academic achievement of teacher-trainees

in relation to their emotional intelligence. The aim of this result is to study the
academic achievement of teacher-trainees in relation to their emotional intelligence.
For this purpose the sample was selected from different Bed colleges of Ludhiana and
Bathinda districts. The sample consisted of 100 teacher trainees. Out of hundred
teacher trainees, 50 male teacher trainees 50 female teacher trainees were taken. Out
of 50 female teacher trainees, 25 teacher trainees from science factuality and 25
teacher trainees were from arts factuality. A standardized test was administered as a
tool for data collection. Mean standard deviation, standard error of mean t-ratio was
used analyses the data. The study revealed significant relationship between emotional
intelligence and academic achievement of teacher trainees

George (2013) conducted a study on Emotions and Leadership: The Role of

Emotional Intelligence. This study suggests that feelings (moods and emotions) play a
central role in the leadership process. More specifically, it is proposed that emotional
intelligence, the ability to understand and manage moods and emotions in the self and
others, contributes to effective leadership in organizations. Four major aspects of
emotional intelligence, the appraisal and expression of emotion, the use of emotion to
enhance cognitive processes and decision making, knowledge about emotions, and
management of emotions, are described. Then, I propose how emotional intelligence
contributes to effective leadership by focusing on five essential elements of leader
effectiveness: development of collective goals and objectives; instilling in others an
appreciation of the importance of work activities; generating and maintaining
enthusiasm, confidence, optimism, cooperation, and trust; encouraging flexibility in
decision making and change; and establishing and maintaining a meaningful identity
for an organization.

18
George and Shari (2012) conducted a study on role of emotional intelligence on stress
and coping of gifted adolescents. This study indicate that, the Giftedness is
traditionally defined as having an intelligent Quotient higher than 130. Gifted
adolescents experience stress of both their transitional stage as well as problem of
being intellectually different from others. Coping strategies are usually adopted by us
while facing various stressors. Emotional intelligence is a newly developed concept
which is very essential for an individual to lead a successful life. The present study is
a quantitative way of identifying the role of emotional intelligence on stress and
coping mechanisms of gifted adolescents. The study was conducted among 145 gifted
adolescents (60 males and 85 females); age ranging from 13-17 years. Participants
were selected from different schools of Kannur, Calicut and Malappuram districts of
Kerala using a purposive sampling technique. Participants were selected after
administering Advanced Progressive Matrix to assess their degree of giftedness. Data
was collected by administering Stress Scale, Coping Scale and Emotional Intelligence
Scale. To verify whether stress and coping of gifted adolescents differ significantly as
per their levels of Emotional Intelligence (high, average and low) analysis of variance
wasdone.ResultsofthestudyindicatedthatlowEmotionalIntelligenceresultedin high
stress and high Emotional Intelligence resulted in low stress. Study also revealed that
gifted adolescents who are high on emotional intelligence adopted more problem
focused approach; compared to others and they were significantly differing from other
groups. The study identified various issues faced by gifted adolescents in Indian
context which may be helping academicians and parents to design educational
programs by considering giftedadolescents.

Malouff and Thorsteinsson (2012) conducted a study on Increasing Emotional

Intelligence through Training: Current Status and Future Directions. This study
suggest that Emotional intelligence consists of adaptive emotional functioning
involving inter-related competencies relating to perception, understanding, utilizing
and managing emotions in the self and others. Researchers in diverse fields have
studied emotional intelligence and found the construct to be associated with a variety

19
of intrapersonal and interpersonal factors such as mental health, relationship
satisfaction, and work performance. This article reviews research investigating the
impact of training in emotional-intelligence skills. The results indicate that it is
possible to increase emotional intelligence and that such training has the potential to
lead to other positive outcomes. The paper offers suggestions about how future
research, from diverse disciplines, can uncover what types of training most effectively
increase emotional intelligence and produce related beneficial outcomes

Rani (2012) conducted a study on gender based study of emotional intelligence of

secondary school teachers. In present study, emotional intelligence of 160 male and
female secondary school teachers was studied from northern Haryana (India). Data
obtained by stratified randomization was analyzed statistically. Observations
suggested that no significant difference exists between overall emotional intelligence
of male and female teachers. But, both males and females dominated in different
factors of emotional intelligence based on their personality traits. Female secondary
school teachers mainly dominated in factors like self-awareness, empathy, self-
development and altruistic behavior of emotional intelligence as compared to males
which dominated in factors like self-motivation, emotional stability, integrity and
commitment. Results revealed that overall emotional intelligence is not gender
dependent but emotional intelligent factor dominance depends on other personality
traits and living conditions. Present study results will help in embellishment of the
subject matter of gender based difference of emotional intelligence.

Madankar (2012) conducted a study on Relationship between emotional intelligence

and Attitude towards training programmers of Diets Among teacher Trainees.
Emotional intelligence and some training programs among teacher trainees from
different Diets of north Karnataka has been technique identified that the practical
aspect of training such as demonstration lesson, observation lesson, criticism lesson
block teaching etc. have not been given and specific skills of teaching in the teacher
trainees most of the training programmers in Diet‟s have positive significant effect on
emotional intelligence of teacher trainees.

20
Ram and Anwar (2011) conducted a study on relationship between emotional
intelligence and personality adjustments teacher-trainees. The present study reports
about the relation between emotional intelligence and personality adjustment among
teacher-trainees in Mysore city. 900(510 femalie+390male) student-teachers of 1 and
2 year D.Ed institution which are government, government-aided and private were
randomly selected for study which their social emotional and health adjustments.
Dalip Singh‟s emotional intelligence test question air has been modified and
translated in to Karnataka by the investigator for testing their emotional intelligence.
Bells adjustment inventory had been modified and translated into Karnataka by the
investigator to test their personality adjustment. The result revealed that student-
teachers with high level of emotional intelligence could easily get adjusted to home
environment. Significant difference was observed among social, emotional and health
adjustment. Home adjustment shows a higher value when compared with other scores.
There is no significant influence of SES on emotional intelligence on teacher
trainings.

Mary, Manorama and Samuel (2010) Conducted a study on influence of emotional

intelligence on attitudes towards teaching of student –teachers. This research paper is
an attempt to find out the influence of emotional intelligence on attitude towards
teaching of student- teachers at Government College of education Chennai. The study
is on the basis of gender, subject educational qualification, community previous
teaching experience and the influence to be a teacher of student teachers. The sample
consists of 87 male and 104 females from two Government College of education in
Chennai. Emotional intelligence inventory attitude scale for finding out the attitude
towards teaching of student teachers. Mean, Standard deviation t-test ANOVA and
correlation are the statistics used for data analysis. The findings of the study reveal
that there is a significant difference between qualification, community, influence to be
a teacher and attitude towards teaching of student teachers. There is no significant
difference between gender, subject community, influence of others, previous teaching
experience and the emotional intelligence and attitude towards teaching profession of

21
student-teachers.

Bansibihari and Pathan (2009) conducted a study on emotional intelligence of

secondary teachers the present study examines the level of emotional intelligence of
secondary teachers in relation to gender and age.500 secondary teachers ,ranging
from 24-56 years of age ,were selected from different secondary schools, both urban
and rural from dhule district, Maharashtra .Out of this, 350 were male and 150
feamle.The tool used for the study was a structured question air called emotional
intelligence test ,developed by N.K.Chandha and Dr.Dalip Singh. The results indicate
that nearly all the teachers fall under law category of emotional intelligence there is
no significant difference between the emotional intelligence of male and females, and
age is independentEQ

Saluja, Dev and Nandra (2009) conducted a study on emotional intelligence need of a
day. Emotional intelligence is the silent partner of rational intelligence-equal in
importance, yet frequently over looked and rarely schooled or tested. On one act
according to his / her emotional and rational mind. The intellect is based solely on the
working of the neo cortex, the more recently involved layer of the top of the brain.
The emotional centers are lower in the brain in the more ancient sub cortex.
Emotional involves these emotional centers at work in concert with the intellectual
centers. According to Goleman 1998 individuals‟ success at work place is
805contingent on E Q, our I Q gets us selected and E Q gets us promoted. Studies
have shown that I Q is an inherent EQ can be developed nurtured by developing self-
awareness, regulating emotions, motivating oneself, cultivate empathy, managing
relationship.

Robitaille (2008) was conducted a study on Emotional intelligence and teachers: An

exploratory study of differences between general and special education teachers. This
study was aimed to find out the relationship between EI, teacher effectiveness and
teacher certification. Differences between special education teachers and general
education teachers was found using a measure of EI and perceived effectiveness. It

22
was hypothesized that the special education teachers would score higher on both the
measures. Scores on the intrapersonal, interpersonal and stress management were
found using composite scales of the Emotional Quotient Inventory (EQ-I) and
discriminate function analysis was carried out using these scores; teacher certification
was considered as the grouping variable and the Teacher Perception Scale as the
predictor variable. No significant differences were found between the two groups.
The results of secondary exploratory analysis of the data indicated significant
differences between the two groups of teachers with regard to grade level and type of
classroom setting. On the whole, the study found out that special education teachers
also reflect the general population of teachers and are not significantly different in
their perceptions of effectiveness and their intrapersonal, interpersonal and stress
management skills.

Shrivastav and Nidhi (2007) conducted a study on emotional intelligence in relation

to advisement in environmental studies. In this study she studied the
emotionalintelligenceinrelationtoachievetheenvironmentofstudents.AtthePh.Dlevelshe
studied and concluded that it is evident that T-ratio is significant at as level. The
statistical evaluation of the various revealed this present of

Boy comes from co-education and unisex education school

Girls come from unisex education school

Low achievement in this subject exhibits less emotional intelligence. The students
those who are emotionally intelligent, may be more emotionally stable and sensitive.
This can facilities their learning about the environment. These findings draw an indent
support from the views that 80% of people marks should prepare the content of EVS
in such a way students use their emotional intelligence.

23
CONCLUSION

From these research studies related to job satisfaction it is concluded that

teaching competencies, experience of the teacher, educational qualification,
environment of the school affect the job satisfaction of the teacher. Research studies
related to emotional intelligence it is concluded that emotional intelligence
accompanies our daily life and in many cases is as important as the „common‟
intelligence for once own success, especially in our modern society.

24
 CHAPTER 3

RATIONALE OF THE STUDY

INTRODUCTION

Today all of us face a society of twenty first century. Values are rapidly
eroding from human life. People are running behind money power. Status and
positions to become titans in society. Human relationship is getting less importance
and today it is measured in terms of money and status. No one is ready to hear the
problems of others. One of the heart felt incident is the main influence of my study. A
ten year old girl died in Kerala‟s Wayanad district on November 2019 after she was
bitten by a snake inside her classroom, as the government suspended the teacher for
alleged lapse in rushing her to the hospital. The snakebite was happened when the
class was conducting by that teacher. The fifth standard student ShahanaSherin was
taken to hospital over an hour after around 3 pm on Wednesday; she was a student of
the government vocational higher secondary school at sulthanbathery in wayanad
district. Her parents rushed her to four hospitals where no anti-venom was
administered and they were told to take the child to the Kozhikode medical college
hospital which is about 90 km from there. It is suspected that the girl must have been
bitten by the snake when her leg got stuck in a small hole on the floor in the
classroom, after preliminary probe, a teacher, shijil, was suspended for alleged lapse.
Kerala human right commissioner and child right protection commission has
registered a separate case. The friends of the victim said that „she cried in pain and
said she was bitten by a snake the teachers refused her to be taken to the hospital. All
were having cars; they waited for her father to take her to the hospital. The child‟s
classmate and family have accused the school of negligence. Lack of emotional
intelligence is leading the shameful incident. Emotionally intelligent teacher will be
able to deal such situations perfectly.

29
RATIONAL OF THE STUDY

Approach to people has also changed in our society. Today no one has to
shame to dump their old parents in old age home. When it happens the grand are not
getting affection and mental support from their grandparents. It is very important for
the students to have the qualities love affection helping mentality, mutual
understanding etc., for that they should have emotional intelligence. Teachers are the
persons who have to create these qualities among students. So it is very important for
the teachers to have emotional intelligence.

Teaching is the profession that shapes education. It is the essential

profession, which makes all other profession possible .Well qualified, caring and
committed teachers will improve curricula and assessments and safe school and
highest standards in the world. It will ensure that our children are prepared to face
challenges and utilize opportunities .Teachers are real destiny makers of nation. They
must have the awareness of real meaning of their life rather than content mastery and
teaching skill. Teaching profession is challenging and responsible. They face many
problems in classroom. A born teacher can handle this problem eminently. Emotional
intelligence makes a teacher a truly born. Job satisfaction and emotional intelligence
important aspects related to any profession including teaching. Sound education is
expected to provide ways and means for achieving the development of body, mind
and spirit. The main director for this change is the teacher, so teachers are to be
emotionally matured enough to deal with the emotional need of the student. The
present study intended to find how many teachers are apt to fulfill the goal of
education

A new yardstick of emotional intelligence (EI) has come to be regarded as

a new measure of success in our professional and personal life .EI takes for granted
having enough intellectual ability and technical know -how to do our job; it focuses
instead on personal qualities such as initiative and empathy. Adaptability and
persuasiveness, motivation and awareness, all of which constitute EI. Different

30
professions require different EQ levels and to be successfully satisfied in teaching
profession one need to have a high emotional intelligence level. The teachers are the
pivots who make the students as future citizens. National policy on education
admitted that no education system could function without the qualification of its
teachers. The qualities of teachers mainly depend on their subject knowledge,
behavior, attitude, personality traits, relation with others, etc. Teachers become most
important in the fields of educational research because thy mold the children with
good character, subject matter, social life. If the teachers have the above qualities,
then only, they can become satisfied teachers for the teachers to be highly satisfied,
emotional intelligence are very important. A good teacher who is morally and
spiritually a model for the students. Emotionally intelligence teachers can able to have
high satisfaction in their jobs. Therefore it is to be studied that whether a teacher is
truly satisfied with his profession or not.

Teachers have true emotional intelligence about him/herself or not,

whether teachers job satisfaction is related to emotional intelligence or not. For this,
many studies have been conducted by different persons at different times on teacher‟s
job satisfaction, emotional intelligence taking these aspects independently or two
aspects together. From the revised reviews that exist some relationship between
teachers job satisfaction, emotional intelligence. Even though there are contravenes
about the nature of relationship between these variables. The aim of education is to
help students develop in to highly evolve and morally oriented human being.
Therefore, there has to be a humanistic approach to the teaching-learning process.
Teachers are to be high level imbibing a high level of satisfaction; learners are to be
imbued with satisfaction to learning. Only a satisfied teacher wills be able to create
satisfied learner. There were very few studies, related to teacher‟s job satisfaction and
emotional intelligence, also the investigator could not find studies considering
teachers job satisfaction, emotional intelligence and together. So there arises the need
to study the relationship of job satisfaction with various aspects.

31
CONCLUSION

The study focused on identifying the phenomena related to emotional

intelligence help us to establish social relationship, managing emotions and cultivate
values in others. Emotionally intelligent teachers are highly satisfied with their job.
The teachers who have high emotional intelligence they have cultivate emotionally
intelligent generation. So educational institutions and administrators promote the
teachers through proper in-service programmers for teachers maintains emotional
intelligence through this way teachers‟ can able to more satisfy with their jobs

Teachers become most important in the fields of educational research

because they mold the children with good character, subject matter, social life, love,
sympathy, wisdom, compassion, understanding, inner peace, freedom and the like. If
the teachers have the above qualities, then only, they can become satisfied in their job
.Hence the investigator choose the topic „JOB SATISFACTION IN RELATION
TO EMOTIONAL INTELLIGENCE AMONG SECONDARY SCHOOL
TEACHERS IN THRISSURDISTRICT‟

32
 CHAPTER 4

METHODOLOGY
INTRODUCTION

Methodology is the procedure or the technique adopted in a research

study. A suitable method helps the researcher to explore the diverse strands of the
study and adequately measure them so as to satisfy the requirement. The method
selected and tools employed for the problem under investigation should be
appropriate feasible and reliable. The present study is intended to investigate the
relation between Job satisfaction and emotional intelligence of secondary school
teachers in Trissur district. This requires the collection of relevant data, the
statistical processing of the same, so that the objectives of the study are realized
with facility and precision.

This Methodology includes research problem, objectives, hypothesis,

operational definition, sample, research design, tools for data collection and data
analysis techniques etc. are detailed below.

RESEARCH PROBLEM

Teachers become most important in the fields of educational research

because they mold the children with good character, subject matter, social life,
love, sympathy, wisdom, compassion, understanding, inner peace, freedom and
the like. If the teachers have the above qualities, then only, they can become
satisfied in their job .Hence the investigator choose the topic „JOB
SATISFACTION IN RELATION TO EMOTIONAL INTELLIGENCE
AMONG SECONDARY SCHOOL TEACHERS IN THRISSUR
DISTRICT‟

OBJECTIVES

 To find out the job satisfaction of secondary school teachers for the Total
sample and sub- samples based on Gender, Locale.
 To find out the emotional intelligence of secondary school teachers for the
total sample and sub-samples based on Gender, Locale.
 To find out the relationship between job satisfaction and emotional

30
 intelligence of secondary school teachers for the total sample and sub-
samples based on Gender, Locale, and Type of School Management.

HYPOTHESES

The hypotheses for the present study were formulated on the basis of
popular observations as well as review of the related studies. The study has
following hypotheses:

 Hypotheses 1: there will be no significant difference in the job

satisfaction of the secondary school teachers for the total sample and sub
sample based on, Gender, Locale, and Type of School Management.
 Hypotheses 2: There will be no significant difference in the emotional
Intelligence of the secondary school teachers for the total sample and Sub
sample based on, Gender, Locale, and Type of School Management.
 Hypotheses 3: There will be a significant relationship between emotional
intelligence and job satisfaction of secondary school teacher

OPERATIONAL DEFINITION
Job satisfaction

Job satisfaction, however results from an individual‟s perception of

how well or how badly the job and the conditions surroundings. It has been
capable of fulfilling his needs. Job satisfaction has been defined as a pleasurable
emotional state resulting from the appraisal of once job; an affective reaction to
once job; and an attitude towards once job (Wciss2002).job satisfaction as the
ultimate desire of any person is the most favorable results from the favorable
results from the activities he is doing .satisfaction from doing anything related to
his job will give extra energy and inspiration to a teacher to love his job

Emotional intelligence

Emotional intelligence is the ability to identify access and control the

emotions of one or others. It refers to the capability for recognizing our own

31
feelings and those of others, for motivating ourselves and for managing emotions
well in our sells and in our relationship (Goleman 1999)

Five components of emotional intelligence: self-awareness, Self-regulation,

Motivation, Empathy, Social skill

Secondary school teachers

Secondary school teachers are those who deal the students from
standards 8, 9, 10, 11, 12 classes of secondary in the 10+2+3 pattern in the
various educational districts in Kerala. Although this varies, it comes after
primary school or middle school and may be followed by higher education or
vocational training. In this present study the term secondary school teachers
denotes the teachers those

SAMPLE OF THE STUDY

The sample for the study constituted a representative group of

secondary School teachers of the Trissur district (N=265), selected on the basis of
„random sampling technique’. The teachers from Government, Aided and Un-
aided schools of Trissur districts formed the population for present study. A
sample is a subset of the population to which the investigator intends to
generalize the results. The population for the present study comprises of
secondary school teachers at Thrissur district. The sample for the study was
selected from the population in such a way as to yield generalizable results from
the study. This required three basic decisions to be taken regarding the sample.
They are:

Size and nature of the sample

Techniques of sampling

Size and nature of the Sample

Guilford (1954) had suggested a minimum sample size of 200 when

Pearson‟s Product Moment Coefficient of Correlation (r) is used. Garrett (1981)

32
also mostly confirms this view and states that larger the sample size (N), the
larger the standard deviation (σ) of the sample and the more inclusive (and
presumably representative) the sample becomes of the general population.
Krech,& Crutchfield (1948) recommended a sample of around 500 for social
science researches where the permissible error is around five per cent. However,
in the present study, it was decided to base the research on a sample size around
three hundred subjects, so as to make the survey quite representative and the
conclusions more reliable. The factors that would possibly influence the variable
under study are the gender and locality of the sample. As such, it was decided to
give representation to male and female, rural and urban, high schools and higher
secondary schools. The study was confined to the Trissur district of Kerala.

Techniques of Sampling

„Stratified random sampling technique’ was followed in the study.

The sample selected for the study should have the representation of different
strata like gender of teachers, locality of schools and type of management of
schools. In the selection of the sample, due representation was given to factors
like gender, locality of school, and type of management of school at a satisfactory
level. Factors represented in the sample

The Final Sample for the Study

On the basis of the above considerations, 300 samples collected from

the selected schools. Completion of all the selected schools yielded a sample
slightly less than the tentative size fixed. The data pertaining to all those teachers,
however, could not be used in the final analysis. This was due to the fact (a) some
teachers were not responding all statement (b) Some data‟s were found
incomplete (c) some teachers were found marking more than one response. When
all such cases were excluded, 265 data‟s were found useful for analysis. Details
regarding the breakup of the final sample are given in table.

33
REEARCH DESIGN

Research design refers to the overall strategy utilized to carry out

research that define a succinct and logical plan to tackle established research
question through the collection, interpretation, analysis, and discussion of data.
The purpose of the present investigation is to study the relationship between the
job satisfaction and emotional intelligence of secondary school teachers at Trissur
district. To provide valid answers to the specific research questions raised in the
study, it was decided that survey method should be adopted for the study.
Normative survey was selected for collecting data relevant for the study,
considering the objectives of the study and the nature of data required for their
realization.

TOOLS USED FOR THESTUDY

The following standardized tools were used for measuring various

variables involved in the study:

Teachers job satisfaction scale; (Yudhvirendra Mudgil, Prof.I.S.Muhar; 1991)

Emotional intelligence test (Sabitha C K)

Teacher‟s job satisfaction scale

Teachers Job Satisfaction was measured using Teachers Job

Satisfaction scale developed by Yudhvirendra Mudgil, prof.I.S.Muhar (1991)). It
is a standardized instrument. All the items in this scale are given a score from 5 to
1 i.e. strongly agree to strongly disagree .the sum of these values gives the job
satisfaction scores for the subject. The reliability was worked out by the both the
split half and test retest methods. The reliability coefficients were 0.85and0.95
respectively. The scale was validated against Brayfield and Rothers (1951) Job
satisfaction index. The validity coefficient was worked out and it was found to be
0.87.since both the reliability and validity coefficient were significant at.01level,
the scale was finally prepared. Teachers Job Satisfaction Scale used for the
present study is given as Appendix-B, its response sheet as Appendix-C and the
Manual of directions for the same is given as Appendix-D.

34
Emotional intelligence test

Teachers‟ emotional intelligence was measured using emotional

intelligence test developed by Sabitha C K. It is a standardized instrument. All the
items in this test are given by different situations in the school atmosphere. Four
different responses are given to this each situation. Scores given from one to four
respectively. The sum of these values gives the emotional intelligence scores for
the subject. The reliability was worked out by the both the split half and test retest
methods. The reliability coefficients were 0.85and 0.92 Respectively. The
validity coefficient was worked out and it was found to be 0.86.Since both the
reliability and validity coefficient were significant at.01level, the scale was finally
prepared. Emotional intelligence test used for the present study is given as
Appendix-E,its response sheet as Appendix- F and the Manual of directions for
the same is given as Appendix-G.

Procedure of data collection

After finalizing the sample and the tools used for data collection,
planning was done for the administration of the tools. In present situation of
covid-19 investigator had keep all the protocol. Sought the permission through
mail to the school authorities for collecting data from their teachers. The aim and
scope of the study and the kind of information to be collected from the teachers
were explained to the school authorities for ensuring better transparency and
cooperation. Then the investigator herself administered the tools on the sample
under standardized conditions. Prior to the distribution of the tools, the
investigator studied the test manual of the selected tools carefully. Due care was
taken to maintain uniformity in the administration procedure of the tools in all the
schools selected for data collection. Administration of tools, procedure, and
instructions were given through whatsapp, Teachers cooperation was highly
appreciable, they re-send answered data through whatsapp. Administration of
each instrument was preceded by clear and precise instructions regarding the
mode of entering the responses in the answer sheets, the time limit as well as the
other details to be filled up in the answer sheets.

35
The following steps were invariably followed in administering the tests:

 Firstly collected the phone number of all selected teachers for data
collection

 Made a whatsapp group for the selected teachers

 Self-introduction by the investigator and then established a rapport with

teachers through this Group

 A brief explanation of the aim and nature of this study were given.
 Distributed the test items to the subjects along with printed personal data
sheet and response sheet.
 Explained all the general directions
 Filled response sheets were given back to the investigator personally.
 Collected the response sheet after an appropriate time limit.
 A personal data sheet was attached with the tools so as to collect the
background information of the respondents necessary for the study.
Sometimes teachers are busy in their duties, so the investigator allowed
two or three days‟ time for data‟s take back.
DATA ANALYSIS TECNIQUES

The response sheets of all the respondents were scrutinized for its
completeness and perfection, before scoring. Out of 300 sets of response sheets,
35 sets were found incomplete. The response sheets of the entire questionnaire
were scored as per the scoring scheme stipulated for each tool. The scoring of the
tests was done manually by the investigator with the aid of the scoring keys
available with each tool.

The data pertaining to the sample of 265 subjects were consolidated

with the help of a computer software (MS Excel), keeping in view the important
classifications to be obtained, i.e., groups based on gender, locality and type of
management. The scores for the two tests were entered into a master tabulation
sheet (Excel sheet) in a personal computer, after assigning an identification
number to each teacher (a serial number) to facilitate back reference. From the

36
master tabulation sheet they were grouped into different categories and subjected
to statistical analysis as per the need.

Statistical techniques used for data analysis

The nature of the specific objectives and the hypotheses of the study
indicated the statistical techniques to be used for analyzing the data.
Computations of statistical indices like Mean, Median, Skewness, SEM, Standard
Deviation etc. To study the general nature of job satisfaction scores and
emotional intelligence scores of total sample and sub-samples.

 The Arithmetic mean (AM)is computed by the Assumed Mean method

 Median – Median is that point in distribution having 50 percent of the
score above it and 50 percent of score below it.
 Mode – It is the point greatest concentration in the distribution.
 Skewnes
 Kurtosis
 The Standard Deviation (SD) is computed by the short method (Garrett,
1999).
 Calculation of Karl Pearson’s Product-Moment Coefficient of
Correlation (r) to determine the relationship between the variables
(mental health status and locus of control) for the total sample and sub-
samples.
 To test the significance of the difference between the coefficients of
correlation of the sub-samples, the critical ratio (CR) between the sub-
samples were calculated.
 Inferential statistics such as student t-Test, ANOVA are also used for the
present study

37
 CHAPTER 5

RESULT AND DISCUSSION

38
 The present investigation is aimed at studying the job satisfaction of
secondary school teachers in relation to emotional intelligence. After collecting
data by using standardized tools that have been analyzed statistically with
reference to the objectives of the study. This chapter describes the details of
statistical analysis of data.

HYPOTHESES

The hypotheses for the present study were formulated on the basis of
popular observations as well as review of the related studies. The study has
following hypotheses:

Hypotheses 1. There will be no significant difference in the job satisfaction of the

secondary school teachers for the total sample and sub sample based on, Gender
and Locale.

Hypotheses 2. There will be no significant difference in the emotional

Intelligence of the secondary school teachers for the total sample and Sub
sample based on, Gender and Locale.

Hypotheses 3. There will be a significant relationship between emotional

intelligence and job satisfaction of secondary school teachers.

OBJECTIVES

1 To find out the job satisfaction of secondary school teachers for the Total
sample and sub- samples based on Gender and Locale

2 To find out the emotional intelligence of secondary school teachers for the
total sample and sub-samples based on Gender and Locale.

3 To find out the relationship between job satisfaction and emotional

intelligence of secondary school teachers for the total sample and sub-samples
based on Gender and Locale
 A representative group of Secondary School teachers of Trissur
district (N =265) constituted the sample for the study. For the specific
requirements of the study investigator used two measuring instruments. They are
job satisfaction scale and emotional intelligence test. The data collected using the
above tools were analyzed using appropriate statistical techniques. The analysis
carried out in this context is presented fewer than five major heads as follows:

1 Job satisfaction of Secondary School teachers of Thrissur district and

Comparison of the Sub-samples

2 Emotional intelligence of Secondary School teachers of Thrissur district

and Comparison of the Sub-samples

3 Correlation analysis: job satisfaction and emotional intelligence

4 Correlation analysis: comparison of sub sample

PRELIMINARY ANALYSIS

The details of the analysis done with respect to each of the subsections are
presented below:

Job Satisfaction of Secondary School Teachers of Thrissur District for the Total
Sample and Comparison of the Sub-Samples

An attempt is made in this section to examine the job satisfaction of

Secondary School teachers of Thrissur district, considering the sample as total
group as well as the sub-samples based on gender and locale of the subjects. The
details of the analysis carried out in this respect are shown below. Job Satisfaction
of Secondary School Teachers of Thrissur District for the total sample and sub-
sample The important statistical indices such as Mean (M), Median (Mdn),
Standard Deviation (σ), Skewness (Sk), Standard Error of Mean (SE M) and
population values of the Mean (MPOP), calculated from the job satisfaction
Scores of the total group and the sub-samples based on gender and locale of the
subjects are presented in Table 5.1.
 TABLE 5.1

Statistical Indices relating to job satisfaction Scores of Secondary School

teachers (Total sample and the Sub-samples)

Sub-sample

Gender Locale
Statistical Total
Indices Male Female Rural Urban
Sample

N 265 52 213 183 82

Range 273 167 273 273 120

Mean 278.20 280.10 277.92 277.68 279.82

Median 286 288.5 285 280 292.5

SD 36.73 36.42 36.97 36.51 37.63

Skewnes 0.7098 -0.33 -0.78 -0.87 -0.36

Kurtosis 1.93 -0.30 2.39 2.70 0.81

SEM 2.25 5.05 2.53 4.16 4.16

MPOP.05
282.62 290 282.88 282.97 287.96

273.78 270.20 272.95 272.39 271.67

MPOP.
284.03 284.44 293.13 284.65 290.55
01
272.37 271.39 267.07 270.71 269.09

40
 The data presented in Table 5.1 shows that as far as the job
satisfaction is concerned, the group under study is a heterogeneous one, since the
highest score obtained is 370 and the lowest score obtained is 97. The mean of the
job satisfaction scores of the total group under study is 278.20, with a standard
deviation of 36.73. The mean population value (MPOP) will lie between 282.62
and273.78 at .05 level; and between 284.03and 272.37 at .01 level (SE M for the
total group is 2.25).

TABLE 5.2

Classification of Total Group into High, Average,

and Low Job satisfaction Groups

Subjects
Sl. No. Job satisfaction Groups
No. %

High job satisfaction Group (Above

1 M+σ, i.e., above 315) 34 12.83

Average job satisfaction Group

2 (Between M+σ and M-σ, i.e., between 192 72.45

315 and 241)

Low job satisfaction Group (Below

3 M- σ, i.e., below 241) 39 14.72

265 100.00

Table 5.2 shows that only 12.83% of the secondary school teachers under study
possess „High „job satisfaction. Majority of the teachers fall in the „Average‟
(72.45%) and 14.72% fall in the „Low‟ job satisfaction group. The total number of
teachers in the „Average‟ and „Low‟ job satisfaction groups comes above 86

41
percent .This shows that the Secondary School teachers of Thrissur district, with
the exception of a few, do not have high satisfaction with their job.

LEVEL OF JOB SATISFACTION

FIGURE 5.1: Proportion of High, Average, and Low Job Satisfaction Groups in
72%
Total group

The distribution of the subjects into the three job satisfaction groups
viz., the High group (HJS-group), the Average job satisfaction group (AJS-
group), and the Low job satisfaction group (LJS-group) is depicted
diagrammatically in Figure 5.1. HJS LJS AJS

JOB SATISFACTION SCORES FOR THE TOTAL

SAMPLE
80

70

60

50
FRQUENCY

40

30

20
MID POINT OF THE SCORES
10

FIGURE 5.2:
0 Bar diagram Of Job Satisfaction Scores for the Total sample

-10

42
The distribution of the job satisfaction Scores of the total group is given in Figure
5.2. From the figure we can see that the scores are skewed negatively. That is
scores are massed towards the high end of the scale. And are spread out more
gradually towards the low end. The obtained value of kurtosis is 1.93.which is
below the value .263.it shows the platy kurtic nature of the curve

Comparison of the Job Satisfaction for the Sub-Samples Based on Gender

and Locale

Comparison of the job satisfaction scores of the sub-samples based on

gender and locale was done to find out whether there is any significant difference
between the groups compared. The comparison was done by applying the t-Test
and ANOVA. The details of the comparison done with respect to the different
groups are presented as following:

Comparison of the Job Satisfaction for the Sub-Samples Based On Gender

Comparison of the job satisfaction scores of the sub-samples gender

was done to find out whether there is any significant difference between the
groups compared. The comparison was done by applying the t-Test. The details
of the comparison done is presented in the Table5.3

TABLE 5.3

Comparison of the Job Satisfaction of the Sub-samples based on Gender

Statistical indices

Groups Sub-samples t-value

N M SD

Male 52 280.1 36.42

Gender 0.70
Female 213 277.92 36.97

43
As obvious from Table 5.3, the critical ratio obtained for the sub sample gender is
not significant, showing that male and female are almost same in their job
satisfaction. A close observation of the mean scores shows that male possess better
job satisfaction compared to female. The above finding can be interpreted as due
to the fact that male‟s teachers in the secondary schools of Thrissur get better
satisfaction compared to that of female teachers. Graphical representation of the
scores of emotional intelligence for the sub sample gender was represented in the
figure 5.3

FIGURE 5.3

Frequency Distribution of the job satisfaction Scores For the sub sample

Gender

DISTRIBUTION OF JS SCORES OF SUB SAMPLE

GENDER
F M

80

F 70

E 60
R 50
Q
40

U
30
E

20
C 159.5 179.5 199.5 219.5 239.5 259.5 279.5 299.5 319.5 339.5
359.5
Y 10
MID POINT OF THE
0 CLASS

From the frequency distribution, it is clear that observation of the male teachers
possess better job satisfaction compared to female teachers. But it is not
significant even at 0.05levels

44
Comparison of the Job Satisfaction of the Sub-Samples Based On Locale

Comparison of the job satisfaction scores of the sub-samples based

on locale was done to find out whether there is any significant difference
between the groups compared. The comparison was done by applying the t-
Test. The details of the comparison done with respect to the different groups
are presented in Table5.4

Table 5.4

Comparison of the Job Satisfaction of the Sub-samples based on locale

Statistical indices

Groups Sub-samples t-value

N M SD

Rural 183 277.68 36.51

Locale 0.6
Urban 82 279.82 37.63
6

As obvious from Table 5.4, the critical ratio obtained for the sub
sample gender is not significant, showing that rural and urban teachers are almost
same in their job satisfaction. A close observation of the mean scores shows that
urban teachers possess better job satisfaction compared to rural. The above
finding can be interpreted as urban school teachers get better satisfaction
compared to that of rural school teachers, but it is not significant even at 0.05
level. Graphical representation of the scores of emotional intelligence for the sub
sample locale was represented in the figure 5.4

45
 DISTRIBUTION OF JS SCORES OF SUBSAMPLE
F
LOCALE
R R U
E
Q 80
U 70
E
N 60
C
50
Y
40 MID-POINTOFTH ECLA SS

30 159.5 179.5 199.5 219.5 239.5 259.5 279.5 299.5 319.5 339.5 359.5

20

10

0 FIGURE 5.4:

Frequency Distribution of the job satisfaction Score For the sub sample

Locale

From the frequency distribution, it is clear that observation of the urban school
teachers possess better job satisfaction compared to rural school teachers.

Emotional intelligence of secondary school teachers of Thrissur district for

the total sample and comparison of the sub-samples

An attempt is made in this section to examine the emotional

intelligence of Secondary School teachers of Trissur district, considering the
sample as total group as well as the sub-samples based on gender and locale of
the subjects. The details of the analysis carried out in this respect are shown
below.

Emotional Intelligence of Secondary School Teachers of Trissur District for

the total sample and sub-sample

The important statistical indices such as Mean (M), Median (Mdn),

Standard Deviation (σ), Skewness (Sk), Kurtosis, Standard Error of Mean (SE M)
and population values of the Mean (MPOP), calculated from the emotional

46
intelligence Scores of the total group and the sub-samples based on gender, locale
and types of management of the subjects are presented in Table 5.5.

TABLE 5.5

Statistical Indices relating to emotional intelligence Scores of

Secondary School teachers (Total sample and the Sub-samples)

Sub-sample

Statistical Total
Indices Sample Gender Locale

Male Female Rural Urban

N 265 52 213 183 82

Range 102 65 85 85 68

Mean 124.88 118.29 125.88 124.8 123.46

Median 124 118.5 126 124 124.5

SD 15.93 17.07 16.51 17.34 15.82

Skewness 1.16 -1.87 1.29 0.78 -0.03

Kurtosis 5.52 5.1 -1.72 6.22 4.02

SEM 0.98 2.36 1.13 1.28 1.74

MPOP.05 126.8 122.93 128.09 127.31 126.89

122.96 133.64 123.65 122.29 120.03

MPOP.01 122.35 112.18 122.96 121.6 118.96

128.44 124.4 128.8 128.11 127.97

47
 The data presented in Table 5.5 shows that as far as the emotional
intelligence is concerned, the group under study is a heterogeneous one, since the
highest score obtained is 136 and the lowest score obtained is 76. The mean of the
job satisfaction scores of the total group under study is 124.88, with a standard
deviation of 15.93. The mean population value (MPOP) will lie between 126.8
and 122.96at .05 level; and between 122.35and 128.44at .01 level (SE M for the
total group is 0.98) TABLE 5.6

Classification of Total Group into High, Average and Low

Emotional intelligence group

Subjects
Sl. No. Emotional intelligence group
No. %

High Emotional intelligence Group

1 (Above M+σ, i.e., above 315) 12 5

Average emotional intelligence Group

2 (Between M+σ and M-σ, i.e., 228 86

between 315 and 241)

Low emotional intelligence Group

3 (Below M-σ, i.e., below 241) 25 9

265 100.00

Table 5.6 shows that only 5% of the secondary school teachers under study
possess „High‟ emotional intelligence.Majority of the teachers fall in the
„Average‟ 86% and 9% fall in the „Low‟ emotional intelligence group. The total
number of teachers in the „Average‟ and „Low‟ emotional intelligence groups
comes above 95 percent. This shows that the Secondary School teachers in
Trissur district, with the exception of a few, do not have high emotional

48
intelligent.

LEVEL OF EMOTIONAL
INTELLIGENCE

5%

9%

86%

FIGURE 5.5: Proportion of High, Average, and Low Emotional

Intelligence Groups in Total group

The distribution of the subjects into the three emotional intelligent

groups viz., the High group (HEI-group), the Average emotional intelligent group
(AEI-group), and the Low emotional intelligence group (LEI-group) is depicted
diagrammatically in Figure 5.6.

BAR DIAGRAM OF EMOTIONAL INTELLIGENCE

SCORES FOR THE TOTAL SAMPLE
80

70

60
FREQUENCY

50

40

30

20
52576267727782879297102 107 112 117 122 127 132 137 142 147 152 157
10
MID-POINT OF CLASS
0

FIGURE 5.6: Bar diagram of Emotional Intelligence Scores For the Total Group

49
 The distribution of the emotional intelligence Scores of the total group
is given in Figure 5.7. As can be read from Table 5.4, the difference between
Mean (124.88) and Median (124) for the total group is same and the skewness for
the distribution is near about zero producing a normal curve. The obtained value
of kurtosis is 1.93. This is below the value .263. It shows the platykurtic nature of
the curve

Comparison of the emotional intelligence of the Sub-samples based on

Gender and Locale

Comparison of the emotional intelligence scores of the sub-samples based on

gender and locale was done to find out whether there is any significant
difference between the groups compared. The comparison was done by
applying the t-Test and ANOVA.

Comparison of the emotional intelligence of the Sub-samples based on

Gender

Comparison of the emotional intelligence scores of the sub-samples based on

gender was done to find out whether there is any significant difference between
the groups compared. The comparison was done by applying the t-Test. The
details of the comparison are presented in Table 5.7

TABLE 5.7

Comparison of the emotional intelligent of the Sub-samples based on

Gender

Statistical indices

Groups Sub-samples t-value

N M SD

Male 52 118.29 17.07

Gender Female 213 125.88 16.51 2.93

50
 As obvious from Table 5.7, the critical ratio obtained for the
gender groups is significant .01 levels, showing that emotional intelligence of
male and female teachers are in different manner. A close observation of the
mean scores shows that female possess better emotional intelligence compared
to male. The above finding can be interpreted as due to the fact that female
teachers in the secondary schools of Trissur get better emotional intelligence
compared to that of male teachers. Graphical representation of the scores of
emotional intelligent for the sub sample gender was represented in the figure
5.7

FIGURE 5.7: line graph for the gender sub sample

Emotional intelligence scores forthe

gender sub- sample
70

60

50

40

30

20
52576267727782879297102107112117122127132137142147152
10
mid-point of the class
0
F M

From the frequency distribution, it is clear that observation of the Female

school teachers possess better emotional intelligence compared to male school
teachers.

Comparison of the emotional intelligence of the Sub-samples based on

locale

Comparison of the emotional intelligence scores of the sub-samples based on

gender was done to find out whether there is any significant difference

51
Between the groups compared. The comparison was done by applying the t-Test.
the details of the comparison are presented in Table 5.8

TABLE 5.8 Comparison of the Emotional Intelligence of the Sub-samples

based on Locale

Statistical indices

Groups Sub-samples t-value

N M SD

Rural 183 124.80 17.34

Locale 0.66
Urban 82 123.46 15.82

Comparisons of the emotional intelligence sub-sample based on locale

are not significant. So the rural and urban teachers are not significantly different
with regard to their emotional intelligence. A close observation of the mean
scores shows that rural teachers possess better emotional intelligence compared to
urban teachers. Graphical representation of the scores of emotional intelligent for
the sub sample gender was represented in the figure 5.8

DISTRIBUTION OF EI SCORES OFLOCALE

SUB-SAMPLE
R U

60

50
frequency

40

30

20

10
52 57 62 67 72 77 82 87 92 97 102107112117122127132137142147152157
0
Mid-point of class

FIGURE 5.8: line graph of EI scores for the locale sub sample

52
From the frequency distribution, it is clear that observation of the urban school
teachers possess better emotional intelligence compared to rural school teachers.
MAJOR ANALYSIS

Correlational analysis: job satisfaction and emotional intelligence

In the present study analysis job satisfaction (dependent variable) is

how much correlated to the independent variables like emotional intelligence.
The correlation between job satisfaction and emotional intelligence of
Secondary School teachers of Trissur district for the total group and the sub-
samples based on gender and locale were found out by calculating Pearson‟s
Product Moment Coefficient of Correlation (r-value). The detail of this
analysis is follows Correlation analysis: job satisfaction and emotional
intelligence for the total sample

Correlation between job satisfaction and emotional intelligence was

found out by using Carl Pearson‟s product moment coefficient of correlation.
The r-value obtained is then compared to see how much the variables are
correlated to the data and result of this analysis is presented in thetable5.9

TABLE 5.9

Data and result of the correlation analysis between the variables job
satisfaction and emotional intelligence for the total sample

variables r-value Significance

Job satisfaction -0.238 It is denotes negligible

Emotional intelligence relationship. The value
of „r‟ falls between
+0.20 and +0.40.

53
 The r-values thus obtained for relevant sub-samples were then
compared to see whether there is a significant difference in the association
between the variables in the sub-samples Table 5.9 present the details in this
context.

From the table 5.9 we can understand that, job satisfaction and
emotional intelligent have -0.238 correlation. Job satisfaction is related with
emotional intelligent. But this relationship is negligible relationship. The value
of „r‟ falls between + 0.20 and + 0.40.

Correlation analysis: comparison of sub-samples

The correlation between job satisfaction and emotional intelligence

of Secondary School teachers of Trissur district for the total group and the
sub-samples based on gender and locale were found out by calculating
Pearson‟s Product Moment Coefficient of Correlation (r- value). The r-values
thus obtained for relevant sub-samples were then compared to see whether
there is a significant difference in the association between the variables in the
sub-samples Table 5.10 present the details in this context.

Correlation between job satisfaction and emotional intelligence:

Comparison of Sub-Sample (Gender and Locale)

One of the objectives of this study is to find out the relationship between job
satisfaction and emotional intelligence. Relationship between job satisfaction
and emotional intelligence are found out and compared to see whether they are
related or not .details regarding this analysis is presented in thetable5.10

54
 TABLE 5.10

Comparison of Sub-Sample with Job Satisfaction and Emotional

Intelligence

rPOP

Sample N r SEr
.05 level .01 level

Total -0.24 -0.25

Group 265 0.23 0.001

-0.22 -0.22

Male -0.27 -0.254

52 0.21 0.02
Teachers
-0.15 -0. 17

Female -0.26 -0.005

213 0.25 0.001
Teachers
-0.24 -0.25

Rural -0.3 -0.29

183 0.29 0.00
Teachers -0.29
-0.28

Urban -1.16 -1.15

82 1.12 0.01
Teachers
-1.08 -1.09

The results presented in Table 5.10 and shows that the coefficient of
correlation between job satisfaction and emotional intelligence for the TOTAL
sample of Secondary School teachers in Trissur is 0.23 with a standard error

55
(SEr) of 0.001. The confidence interval values (rPOP) at .05 levels are between -

0.24 to -0.22 and 0.01, lies -0.25 to -0.22. The obtained value is
negative and significant at 0.01 level, indicating that there is a negative
correlation between job satisfaction and emotional intelligence; the correlation,
however, is denotes negligible relationship as the value of „r‟ falls between + 0.20
and + 0.40. It is further revealed from Table 5.10 that the values of the coefficient
of correlations for the sub-samples based on gender and locale are also positive
and significant at .01 levels, the details being as follows:

CONCLUTION

Groups r-values SEr

Male 0.21 0.02

Female 0.25 0.00

Rural 0.29 0.00

Urban 1.12 0.01

Male have better job satisfaction compared to female Comparison of

the job satisfaction of locale groups also shows that the rural and urban subjects
differ significantly with respect to their job satisfaction, the urban teachers
showing better satisfaction towards their job compared to their rural counterparts.
The comparison of emotional intelligence with their gender sub sample the
critical ratio obtained for the gender groups is significant .01level, showing that
emotional intelligence of male and female are in the different manner. The r-
values obtained for the sub-samples under study show that the degree of
relationship between the variables (job satisfaction and emotional intelligence) is
indifferent or negligible relationship for all the sub-samples, as in the case of the
total group

56
 CHAPTER 6

CONCLUSION AND IMPLICATIONS

INTRODUCTION

Teachers become most important in the fields of educational research

because they mold the children with good character, subject matter, social life,
love, sympathy, wisdom, compassion, understanding, inner peace, freedom and
the like. If the teachers have the above qualities, then only, they can become
satisfied in their job. Hence the investigator choose the topic “JOB
SATISFACTION IN RELATION TO EMOTIONAL INTELLIGENCE
AMONG SECONDARY SCHOOL TEACHERS IN THRISSURDISTRICT”

The study focused on identifying the phenomena related to emotional

intelligence help us to establish social relationship, managing emotions and
cultivate values in others. Emotionally intelligent teachers are highly satisfied
with their job. The teachers who have high emotional intelligence they have
cultivated emotionally intelligent generations. Educational institutions and
administrators promote the teachers through proper in-service programmers for
teachers maintains emotional intelligence, through this way teachers‟ can able to
more satisfy with their jobs. Normative Survey method was adopted for the
present study.

The sample for the study constituted a representative group of

secondary School teachers of Thrissur district (N=265), selected on the basis of
„random sampling technique’. The data for the study were collectedby
administrating the tools via; (1) Teachers job satisfaction scale;
YudhvirendraMudgil. Prof.I.S.Muhar, 1991(2) Emotional intelligence test
(sabithac.k) these tools were administered on the sample under standardized
conditions and the data thus collected were analyzed using appropriate
statisticaltechniques.The investigation is aimed at studying the relationship
between job satisfaction and emotional intelligence of secondary school teachers
of Thrissur district. The sample consisted of 265 secondary school teachers from
selected schools of Thrissur district. The investigator adopted all possible steps to
make the study a reliable one and generalizable as far as possible.

63
RESTATEMENT OF THEPROBLEM

The investigator choose the topic for the present study “JOB
SATISFACTION IN RELATION TO EMOTIONAL INTELLIGENCE
AMONG SECONDARY SCHOOL TEACHERS IN THRISSUR
DISTRICT”

VARIABLES OF THE STUDY

 Job satisfaction
 Emotional intelligence
HYPOTHESES OF THE STUDY

Hypotheses 1. There will be no significant difference in the job satisfaction of the

secondary school teachers for the total sample and sub sample based on, Gender
and Locale.

Hypotheses2. There will be no significant difference in the emotional

Intelligence of the secondary school teachers for the total sample and Sub
sample based on, Gender and Locale.

Hypotheses 3. There will be a significant relationship between emotional

intelligence and job satisfaction of secondary school teachers.

OBJECTIVES OF THE STUDY

To find out the job satisfaction of secondary school teachers for the
Total sample and sub- samples based on Gender and Locale
To find out the emotional intelligence of secondary school teachers for
the total sample and sub-samples based on Gender and Locale.

To find out the relationship between job satisfaction and emotional

intelligence of secondary school teachers for the total sample and sub-samples
based on Gender and Locale.

64
CONCLUSION OF THE FINDINGS

Job Satisfaction of Secondary School Teachers of Thrissur District

and Comparison of the Sub-Samples

Job satisfaction is normally distributed in the case of secondary school

teachers of Thrissur district. Job satisfaction of Secondary School teachers of
Thrissur district is average only 12.83% of the secondary school teachers under
study possess „High „job satisfaction. Majority of the teachers fall in the
„Average‟ (72.45%) and 14.72% fall in the „Low‟ job satisfaction group. The
total number of teachers in the „Average‟ and „Low‟ job satisfaction groups
comes above 86 percent .This shows that the Secondary School teachers of
Thrissur district, with the exception of a few, do not have a highly satisfied with
their job.

Comparison of job satisfaction of gender groups shows that male and

female differ significantly with respect to their job satisfaction. Male have better
job satisfaction compared to female Comparison of the job satisfaction of locale
groups also shows that the rural and urban subjects differ significantly with
respect to their job satisfaction, the urban teachers showing better satisfaction
towards their job compared to their rural counterparts.

Emotional Intelligence of Secondary School Teachers of Thrissur

District and Comparison of the Sub-Samples Emotional intelligence is normally
distributed in the case of secondary school teachers of Thrissur district.5% of the
secondary school teachers under study possess „High‟ emotional intelligence.
Majority of the teachers fall in the „Average‟ 86% and 9% fall in the „Low‟
emotional intelligence group. The total number of teachers in the „Average‟ and
„Low‟ emotional intelligence groups comes above 95 percent .This shows that the
Secondary School teachers of Thrissur district, with the exception of a few, do
not have high emotional intelligent The comparison of emotional intelligence
with their gender sub sample the critical ratio obtained for the gender groups is
significant .01level, showing that emotional intelligence of male and female are
in the different manner.

65
 A close observation of the mean scores shows that female possess
better emotional intelligence compared to male. The comparison of emotional
intelligence with their locale sub sample the critical ratio obtained for the locale
groups is no significant, showing that rural and urban are almost emotionally
intelligent in the same manner. A close observation of the mean scores shows that
urban and rural are almost emotionally intelligent in the same manner. The above
finding can be interpreted as due to the fact that secondary schools teachers in
urban and urban are almost emotionally intelligent in the same manner

Correlation Analysis: Job Satisfaction and Emotional Intelligence.

In the present study we can understand that, job satisfaction and

emotional intelligent have -0.238 correlation Job satisfaction is related with
emotional intelligent. But this relationship is negligible relationship. The value of
„r‟ falls between + 0.20 and + 0.40. The coefficient of correlation between job
satisfaction and emotional intelligence for the total sample of Secondary School
teachers is 0.23 with a standard error (SEr) of 0.001. The confidence interval
values (rPOP) at .05 levels are between -0.24 to -0.22 and 0.01, lies -0.25 to -
0.22. The obtained value is negative and significant at 0.01 level, indicating that
there is a negative correlation between job satisfaction and emotional intelligence;
the correlation, however, is denotes negligible relationship as the value of „r‟ falls
between + 0.20 and +0.40. . In other words, emotional intelligent influence job
satisfaction in almost equally.

Correlation Analysis: Comparison of Sub-Sample

The values of the coefficient of correlations for the sub-samples based

on gender and locale are also positive and significant at .01 levels, the details
being as follows:

The r-values obtained for the sub-samples under study show that the
degree of relationship between the variables (job satisfaction and emotional
intelligence) is indifferent or negligible relationship for all the sub-samples, as in
the case of the total group

66
TENABILITY OF THEHYPOTHESIS

Comparison of job satisfaction of gender groups shows that male and

female differ significantly with respect to their job satisfaction. Male have better
job satisfaction compared to female Comparison of the job satisfaction of locale
groups also shows that the rural and urban subjects differ significantly with
respect to their job satisfaction, the urban teachers showing better satisfaction
towards their job compared to their rural counterparts. Comparison of the job
satisfaction of types of management groups indicates that government teachers
are more satisfied in their job, compared to other two groups. Aided teacher‟s get
better satisfaction compared to unaided teachers. So, the hypothesis formulated in
this context via,

Hypothesis I (There is no significant difference in the job satisfaction among the

secondary school teachers for the total sample and sub sample based on gender,
locale and types of management) is rejected.

The female teachers in the secondary schools of Thrissur get better

emotional intelligence compared to that of male teachers. Secondary schools
teachers in urban and urban are almost emotionally intelligent in the same
manner. The comparison of emotional intelligence with their types of
management sub sample the critical ratio obtained for the study indicates the F-
value is 5.19 and these groups are significant at 006level.all group possess
significant different in different manner. It shows aided teachers are more
emotionally intelligent than the other two groups. Government teachers are
emotionally intelligent compared to unaided teachers. So, the hypothesis
formulated in this context via,

Hypothesis 2 (There is no significant difference in the emotional intelligence

among the secondary school teachers for the total sample and sub sample based in
gender, locale and types of management) is rejected.

In the present study we can understand that, Job satisfaction is related

with emotional intelligent. But this relationship is negligible. The value of „r‟
falls between + 0.20 and + 0.40.so the hypothesis formulated in this context via,

67
Hypothesis 3.(There will be a significant relationship between job satisfaction
and emotional intelligence of secondary school teachers) is accepted.

IMPLICATIONS OF THE STUDY

I hope the findings of the study are generalizable to a great extent,

and may serve as, student teachers, administrators, and educationists in
organizing educational experiences, and extend to the various job. If the teachers
have qualities of emotional intelligence, they should have more success in their
job. It will help to sprout out the next generation very effectively.

68
 CHAPTER 7

DELIMITATIONS, LIMITATIONS AND

FUTURE SUGGESTIONS
SCOPE AND DELIMITATIONS OF THE STUDY

The investigation is aimed at studying the relationship between job

satisfaction and emotional intelligence of secondary school teachers of Trissur
district. The sample consisted of 265 secondary school teachers from selected
schools of Trissur district. The investigator adopted all possible steps to make the
study a reliable one and generalizable as far as possible. However, a few
delimitations have crept in to the study which is listed below

 The study was conducted among secondary school teachers of Trissur

only.
 Independent variable was limited to teacher‟s emotional intelligence only.
 The school selected from one district is not a strict representation of the
schools of Kerala.
 Even though job satisfaction is related by several other factors. In the
present study emotional intelligence is one factor, taken for this study.

Despite the delimitations cited above, I hope the findings of the study are
generalizable to a great extent, and may serve as, student teachers, administrators,
and educationists in organizing educational experiences. If the teachers have the
quality of emotional intelligent, they should have more success in their job, it will
help to sprout out the next generation very effectively.

LIMITATIONS AND SUGGESTIONS FOR FUTURERESEARCH

The findings of the present investigation are limited to do its scope

and delimitations. The results can be made more elaborate if a number of
researches on the line of the present study are conducted. So the investigator
suggests that the following areas for further research

 The study was conducted among secondary school teachers only.

Extension of the study to primary, upper primary and college and
professional college teachers etc.
 If the study has been conducted to student teachers, it was possible to
identify the emotional intelligence of these student teachers and can able

70
 to provide proper guidance and knowledge for improving the quality of
emotional intelligence

 Independent variables were limited to teacher‟s emotional intelligence.

Another variable like spiritual intelligence, academic achievement,
student‟s interest, teacher‟s professional qualification etc. are suggested
for the further research.

71
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 APPENDIX A

LIST OF SCHOOLS SELECTED FOR THE STUDY

 C N N Boys High School,Cherpu

 C N N Girls High School Cherpu
 Lurdh Matha Higher Secondary school Cherpu
 St. Joseph‟s Higher Secondary School,Vallachira
 Govt. Higher Secondary SchoolCherpu
 Govt. Vocation Higher SchoolCherpu
 Chaldean H S SThrissur
 St. Sebastian School,Chevoor
 J P E H S,Kurkkenchery
 S N Higher Secondary School,Kanimangalam
 Deepthy HSS,Thalore
 Vivokodayam SchoolThrissur
 Chaldean H S SThrissur

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 APPENDIX B

Consumable Booklet of T J S S

Y. Mudgil (Rohtak)

I.S. Muhar (Rohtak) P.Bhatia (Rphtak)

INSTRUCTIONS

The primary aim of the scale is find out the degree of job satisfaction enjoyed by
the teachers. Please read the items one by one on the next pages. Each statements is
followed by five response category, i.e. Strongly Agree, Agree, Indifferent or
Uncertain, Disagree, Strongly Disagree.

In case you strongly agree with a particular statement, please tick the cell in the
separately given response sheet which contains few responses for each statement.
Which are1) strongly agreed 2) agree, 3) uncertain, 4) disagree, 5) strongly
disagree. Under strongly agree, before recording the response, be sure how
strongly you agree or disagree and tick the cell in the appropriate response
category.

It is necessary to answer each and every item only one response is to be ticked for
each statement. There is no time limit and there are no right or wrong answers. In
case you have any difficulty with regard to the instructions, please get it clarified
before passing on the next page for answering the various item.

1. In my profession people get promotion due to personal pulls.

2. The service conditions here are at least at par with those provided by other
institutions.

3. Administration extends every possible help to teachers during any

emergency.

4. For the sake of higher salary, I am prepared to change my profession.

81
5. I am usually discussed my problem or achievement with my
colleagues.

6. Most of my colleagues work under distress and fear.

7. Teachers are considered to be the national builders.

8. I have no regret in joining by job

9. My heads or seniors sympathetically listen to my difficulties.

10. My income is sufficient to maintain my family according to my

status.

11. The overall working conditions in my departments are satisfactory.

12. Young teachers are facing harassment in the school for one to
teacher‟s hostel.

13. Teaching is undoubtedly the best profession.

14. Seven on the same salary I would like to move to another institution.

15. I think that the work I am doing is interesting.

16. I am often given such order my superiors which are difficult to

carryout.

17. Teaching provisions provide better facilities for the education of

teacher‟s wards.

18. My work provides opportunities to display my talent and skills

19. The promotions in this institution are usually merit based.

20. I used to feel / I am feeling increase in the probationary period.

21. The seating arrangement for the students in the class rooms is
inadequate.

22. Excepting principal and senor faculty members, other teachers are not
involved in policy formulating.
23. Salary gardens in my profession are inadequate.

82
24. I have to face unnecessary harassment in the reimbursement of
medical bills.

25. Most of the people at my work place miss understand me.

26. I have adequate time to devote to my research pursuits.

27. Text and reference books are usually available in the library.

28. My surroundings are very help full.

29. My job has scope for promotion in ime.

30. It is very difficult to Maintain discipline in the classes

31. Hard and conscientious work pays in teaching profession.

32. The thought of future mishaps make me varied.

33. My job allows me sufficient time for rest and recreation.

34. I feel more secure after being confirmed

35. My seniors appreciate my academic knowledge and ability.

36. The physical facilities are sufficient for the number of students
admitted to the class

37. I am happy with the academies environment of my department

38. My profession is respected by others.

39. My head of department usually give sympathetic hearing to any

problem brought to his notice.
40. There are no perks in my profession

41. I am sure the school administration would grand me leave if I get an

opportunity to go abroad for further studies.
42. Head of the department think that most of the teachers are hard
working.

43. I would advise my children to adopt teaching profession

44. I generally feel tired after returning from my department.

83
45. I am happy with the leave rules of my institutions

46. People join teaching profession as a last resort when they have failed
to get into any other profession.
47. I something feels like giving up this job and taking up some other job.

48. Still good teachers are respected their students.

49. The administration believes that teacher‟s welfare is their own

welfare.

50. I think teacher profession comments respect in society.

51. Teachers work lord should be drastically cut

52. I love my job.

53. even small things hurt my feelings

54. M y annual salary is increments are released in time by the

administrative office unless reminders are sent by me.
55. Teachers should be available to students in the departments for about
six hours daily as recommended.
56. I feel that I have no job involvement.

57. Teachers lead isolated life in society.

58. Administration is full of bureaucracy

59. Political changes at the state level effect teachers.

60. I usually think that I could have earned more had I joined any other
profession.

61. Grand for the development of my department are usually inadequate

62. I would like to shift if alternative residential accommodation is

provided by authorities on the campus.
63. Most of the facilities required for my research work available in the
department.

64. I would feel more secure for the old age if the job was pensionable.(
Not to be answered by Government employees)
84
65. I am satisfied with my present residential accommodation.

66. I think that I have selected the right job myself

67. While going to bed I often get ideas linked with my job which keep
me awake for quite some time.
68. My students usually come to me to discuss their difficulties.

69. My employer provides me with adequate medical facilities.

70. My neighbors are indifferent to me because being a teacher, I have no

administrative power in public servants
71. It is usually difficult to locate a required book periodical in the library

72. I some time feel there is none in my profession whom I can confide

73. Teachers association is absolutely necessary in my institution.

74. I had also to my work with people whom my do not like.

75. Most of the teachers cannot put it their best in their professions
because of economic worries.

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 APPENDIX C

Manual

for

Teachers Jobs Satisfaction Scale

Yudh virendra Mudgil Department of psychology

Prof.J.S. Muhar M.D.University

Prabha Bhatia Rohtak (Haryana)

1991

National
PSYCHOLOGICAL CORPORATION

4/230 KACHERI GHAT, AGRA.282 004(INDIA)

MANUAL

for

TEACHERS JOBS SATISFACTION SCALE

The term job satisfaction refers to the perused feelings of an employee

towards his job. It is a psychological feeling and has both rational and emotional

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elements. The job satisfaction being global aspects is effected by a large array of
variables such as salary, promotion, age, experience, primary and secondary
needs, opportunities for advancement, congenial, working conditional, competent
and fair supervision, degree of participation in goal settings, and perception of
employees. Job satisfaction is presumed to wield considerable influence on job
performance.

One of the most pivotal variables in any organizations is the job

satisfaction. A man is a congenital worker and never works in a vacuum. A large
number of factors determine his satisfaction and this influence to a great extent
the quality and quantity of the output an individual‟s function in an organization
is affected by the totality of his situations. Job satisfaction is therefore; the „zest‟
displayed by an employee contingent on his adjustments in personal, social and
work life.

It is necessary for good academic environment that teachers who are

imparting education must enjoy at least a reasonable amount of job satisfactions.
Teacher, have always being held in esteem as “national Builders”. This product
need to be prepared by good and satisfied teachers because only such teachers can
produce good citizens who will contribute in the economic, social, cultural ,
political and other feels of the nations. The law job satisfied teachers may lead to
worse education standards.

Many studies have been made on the topic of the job satisfaction but
an intensive study concerning the satisfaction of the teachers with job has hardly
ever been taken up. The present scale was developed with a view to provide a
handy instrument for the degree of job satisfaction enjoyed by the teachers.

Development of the scale.

The final version of the scale was 75 items based on likert scaling
technique. They are presented on five point scale. The initial items were prepared
after interviewing a cross section of teachers. They are interviewed in order to
know the possible irritants relating their jobs. In the light of interview, results,
discussion, and the review of the literature, hundred items were formulated using

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likert format. After critical evaluation of the item only 70 items were chosen and
included in the draft copy draft copies were sent to 8 judge‟s expert in the areas of
psychology, sociology and business management etc. with the request to examine
the items in the light of relevant, ambiguity and difficulty level. After revealing
the expert commence from the judge, some item were eliminated and certain
others were modified five new items were added to the scale in the view of their
relevant and important. All these item were suggested by the judgesthemselves.

Administration

The scale was them cyclostyled and pre tested on 50 teachers. The
purpose of pretesting was only to find out whether these items could be easily
understood by the subject without any ambiguity. While administration the scale
for pretesting at most care was taken to record difficulty and ambiguity comments
of the respondents. The pre testing did not necessitate any change or modification
of any of the 74 items.

Scoring

The final version consist of items were a respondent has to make his
agreement with each item on a five point scale. All this items are given a score
from five to one. I.e. strongly agree to strongly disagree. Some of these values
give the job satisfaction scores for the subjects.

Reliability

The reliability was worked out by the split half and test – retest
methods. The reliability coefficients were 0.85 and 0.95 respectively.

Validity

The scale was validated against Brayfield and Rothers (1951) job
satisfaction index. The validity coefficient was worked out and it was found to be
0.87. Since both the reliability band validity co- efficient was significant debt
0.01 levels, the sky was finally prepared.

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Norms

Norms of the test were prepared by administering the scale on 230

randomly selected male and female teachers the following statistic were obtained.

Mean 224.82

Median 224.96

Standard deviation 14.71

Sk -013

Ku 0.29

Q1 210.26

Q3 239.16

The individuals scoring about 239 would be having high job satisfaction. While
the individuals falling belong 210 would be rated as having law job satisfaction.
The middle range of scores indicates moderate degree of job satisfaction.

Reference

Brayfield, A.H., and Rother, H.F. (1951): An index of job satisfaction. Journal of
applied psychology, 35, 307-311.

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 APPENDIX-D

EMOTIONAL INTELLIGENCE TEST

SABITHA C.K

JOHN MATHAI CENTRE,

CALICUT UNIVERSITY TEACHER EDUCATION CENTER

ARANATTUKARA,

THRISSUR- 2014

INSTRUCTIONS:-

These are some situations that we face in schools. Each situations is followed by
four response (A, B, C, D) choose any one suitable response for each situation
with a tick mark in the given response sheet. It is necessary to answer each and
every statement.

1, when one of your students asks you a silly doubt

A. Compel him to get out of the classroom

B. Scold the student in front of other students

C. You say it is not relevant in this situation

D. Give an appropriate replay to help him to solve his doubts

2, when one of your colleagues scolds you in public

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 A. You feel psychologically under pressure

B. You feel angry towards the person who scolds you

C. You take it like as a joke

D.You interpret yourself to find out that is here any truth in the scolding

3, One of your colleagues perform a model work

A. Show Envy towards him

B. You say to him that his performance is possible for everyone toper form

C. You show reluctance to acknowledge his performance

D. Praise him whole heartedly and try yourself to copy from his good
qualities

4, One of your colleague discuss with you about their family problems

A. You discuss it in open with other colleague

B. You discuss it with your own family members

C. You tell him openly that you are not interested to discuss such things

D. Help your colleague by providing tips to assist him to overcome his

problems

5, one of your student misbehave

A. You felt shame on it.

B. Penalize the student due to your fury towards him

C. Inform his parents

D. Try yourself to find out the possible reasons of such behavior

6, you‟re physically ill exactly on the day of which the sports day of the institution
is to be celebrated

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 A. Apply to the principal to postpone the sports day

B. You try to convey your inconvenience

C. You remain in your house after applying for a leave

D. You Try your best contributing yourself to all the possible way for
the conduct of the sports day

7, your head mistress fire you due to your daily habit of late coming

A. You got irritated to her

B. You cannot admit your mistake

C. You are not least bothered about it

D. You take serious attention for avoid such kind situations in future

8, One of your colleague secretly inform your mistakes

A. You got irritated to her

B. You are not ready to accept your mistake

C. You try to avoid the same colleague

D. You accept the mistakes and more interested to her

9, One of your colleagues act make you mental distress

A. You approach the principle with your compliant in this mater

B. You feel irritated towards such a colleague

C. You approach to your colleague in same manner as are venge

D. You can forgive

10, The principal criticize the style of your class management

A. You feel irritated towards the principal

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 B. You take it as a mare joke

C. You do not nothing to change your style of your class management

D. Try your best to effect self-correction.

11, Guardian of one of your students misbehave with you due to miss
understanding

A. You scored the student due to your irritation towards his guardian

B. You give a compliant to principle about this issue.

C. You behave with the guardian in same manner

D. Try your best to inform the guardian regarding actual facts

12, Headmistress ask you to conduct a speech at a public function, what will
be your immediate response

A. You became psychologically under pressure

B. Inform here that you could not conduct it

C. You take leave on the date of such function

D. You try your best to complete the speech at the public function

13, One of your student is very weak in his studies. What will be your action
in his further studies?

A. You inform it his guardians

B. You ask him to go for special tuitions

C. You arranged a brilliant student in your class for special coaching

to him

D. You try your best to provide special coaching to improve him

14, Headmistress ask you to arrange a special class after the regular class
time

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 A. You say it is not possible for you

B. You say that you had some function to attend urgently

C. You provide special class, but you are absentminded

D. You try your best to adjust yourself for a sincere special class

15, One of your students pinpointing one of the errors of your teaching

A. You show reluctance to attend such a class

B. Fire such attitude of that student

C. You go out the class after saying sorry

D. You appreciate the student

16, The best student of your class ask for the book kept usually by you

A. You say a lie that such a book is not in your custody now

B. You fire the student for asking such book

C. You ask the student to purchase the new one for his reference

D. Handover the book to him after giving an advice to return it surly

back after his use

17, One of your students quarrel with other student

A. You do not take it as a serious matter

B. You fire him for his misdeeds

C. You get him out of the class

D. After understand the actual problem of the student, try your best to
help him to change his attitude towards

18, When one of your students answers your questions in an foolish way, the
other students mock him .what you will do in such circumstances.

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 A. Ask other students to keep quiet and bar them from mocking such
abnormally behaving student

B. Ask his guardian arrange for private tuition.

C. Ask very simple questions towards such students

D. Help such students to keep efficiently to deliver correct answer

19, You fail to answer one of the genuine questions of one of your students

A. You say the question of the student is not genuine

B. You feel ashamed on your usability to answer the genuine question

of your student

C. You criticize the student

D. You say that you will give a detailed answer after verifying some
other books

20, One of your colleague ask for high prized book kept by you

A. You say that cannot be given

B. You say a lie that he is not possession of such book

C. You say that you need the book to refer

D. You hand over the book by demanding to return on a specific days

21, Some students misbehave with you

A. Not interested to attend the class

B. You give a complaint to the principal

C. You suggest the principal to dismiss the students from school

D. Try to understand the problem of the students and solve it

22, One of your colleague against your style of teaching with support of

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principal

A. You feel irritated towards such a colleague

B. You scold your colleague in front of others

C. You take it as a silly matter

D. You try to do your work more efficient

23, The behavior of your student put you psychological under pressure

A. You hate him

B. You avoid him

C. You fire him in open class room

D. You think positively and adjust yourself for getting a good

relationship with him

24, At a P.T.A meeting, one of your guardians told him such a way as to
degrade you among others

A. You enter into quarreling with the guardian

B. You leave the place without facing the situation

C. Your mind become agitated to treat the guardian as your enemy

D. You control yourself and try to answer him

25, One of your students who had gone out of school for an excursion with
you had missed

A. You inform such a matter immediately with his guardian

B. You psychologically pressure such unprecedented event

C. You ask your colleagues to do all to overcome such situation

D. You take your own initiative to locate the student

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26, Your students lodge a complaint with the principle that they could not
grasp anything taught by you

A. You are mentally not able to face that students

B. You feel degraded

C. You fire the students for lodging such a complaint

D. You tries your best to make your self-assessment and make self-
correction for enhancing your teaching ability

27, One of your students permanently talks to others in an abusive language

A. You abuse the student

B. You inform such a matter immediately with his guardian

C. Scold the student

D. Try to correct his bad habit

28, When a quite number of students continue to scold you after their
detection of some error committed by you during your faulty method of
teaching

A. You feel ashamed to face them,

B. You went out of the class room as u have no courage to withstand

the scolding put up by your own students

C. You scold the students and also panelize them,

D. You continue to remain in the classroom after asking for pardon

for you own fault in a gentleman manner

29, Your watchful eyes detects some amount of pan masala with the custody
of some of your student

A. You inform such a matter immediately with his guardian

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 B. You try to dismiss the students from the school

C. You will punish the student

D. Try your best to find out the way to get such things and try your
best to realize the disadvantages

30, Principle ask you to do something which will not give you anything in
return

A. You say you cannot do such acts under any circumstances

B. You try your best to avoid yourself from the work

C. You say that your health is not good to such work anymore

D. Whatever the be the job entrusted by the principle do it as politely

as possible

31, When one of your colleagues got an award for her performance as a best
teacher

A. You feel envy on her

B. You try your best to propagate all his inadequacies

C. You cannot acknowledge her ability

D. You feel proud of her

32, You got a precious‟s article from the school premises

A. You with informing it to any others own it yours yourself

B. You and Your colleague it to own themselves

C. You boasts of you do not know the real person inside the school
premises

D. You try your best to identify the real Peron who was the real owner
and help him to regain it

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33, One of your collogues approach you to have an urgent financial help

A. You say that you too faces financial difficulties

B. You speak openly to the effect that you cannot help him by
providing him any money in the near future

C. You say an excused to the effect that you can help him after the
expiry of some days

D. You try your best to arrange for the money for the benefit of your
colleague

34, Suppose you had an extra brilliance student in your class. How you will
help him in to solve his doubts

A. You feel envy on him

B. You will move away from his questions

C. You advise him to search some books

D. You try to clarify his droughts after reference

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 APPENDIX- E

MANUAL FOR EMOTIONAL INTELLIGENCE TEST

SABITHA.C.K

AssistantProfessor

C.U.T.E.C

Aranattukara

Emotional Intelligence

Emotional Intelligences motivates employees to pursue their unique

potential and purpose, and activates innermost potential values and aspirations,
transforming them from things they about, to what they do. Emotional
Intelligence enables one to learn to acknowledge and understand feeling in
ourselves and in others and that we appropriately respond to them, effectively
applying the information and energy of emotions in our daily life and work.
cooper and Sawaf (1997) define emotional intelligence as the ability to sense,
understand and effectively apply the power and acumen of emotions as a source
of human energy, information, connection and influence. Mayer and Salovey
(1993) define emotional intelligence as the ability to monitor one‟s own and
other‟s feelings and emotions to discriminate among them, and to use this
information to guide one‟s thinking and action. Emotional intelligence involves
the ability to perceive accurately, appraise, and express emotions; the ability to
access and/or generate feelings when they facilitate thoughts; the ability to
understand emotions and emotional knowledge and intellectualgrowth.

The following steps describe the five components of emotional intelligence at

work, as developed by Daniel Goleman.

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The Five Components of Emotional Intelligence

Self-awareness. The ability to recognize and understand personal moods and

emotions and drives, as well as their effect on others. Self-awareness includes
self- confidence, realistic self-assessment, and a self-deprecating sense of humor.
Self- awareness depends on one's ability to monitor one's own emotion state and
to correctly identify emotions. Knowing what one is feeling at any given time and
understanding the impacts those moods have on others.

E.g.: The principal criticize the style of your class management

A. You feel irritated towards the principal

B. You take it as a mere joke

C. You do not do nothing to change your style of class management

D. Try your best to effect self-correction.

Self-regulation.The ability to control or redirect disruptive impulses and

moods, and the propensity to suspend judgment and to think before acting.
Hallmarks include trustworthiness and integrity; comfort with ambiguity;
and openness to change. controlling or redirecting ones emotion: anticipating
consequences before acting on impulse

E.g. when one of your colleagues scolds you in public

A. You feel mental worry

B. You feel angry towards the person who scolds you

C. You take it as a joke

D. You interpret yourself to find out if there any truth behind the
scolding

Internal motivation. A passion to work for internal reasons that go beyond

money and status -which are external rewards, - such as an inner vision of
what is important in life, a joy in doing something, curiosity in learning, a

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flow that comes with being immersedin an activity. A propensity to pursue
goals with energy and persistence.Utilizing emotional factors to achieve
goals enjoy the learning process and preserve in the face of obstacles.

E.g Headmistress ask you to deliver a speech at a public function, what will be
your immediate response

A. You became tensed

B. Inform that, you could not conduct it

C. You take leave on the day of that function

D. You try your best to deliver the speech at the public function

Empathy. The ability to understand the emotional makeup of other people.A skill
in treating people according to their emotional reactions.Sensing the emotions of
others.

E.g. When one of your students asks a silly doubt,

A. Compel him to get out of the classroom

B. Scold the student in front of other students

C. You say it is not relevant in this situation

D. Try to clarify his doubt

Social skills. Meaning relationship, inspiring others and inducing desired

responses from them.

E.g. The best student of your class ask for a book kept usually by you

A. You say a lie that that book is not in your custody now

B. You fire the student for asking such a book

C. You will tell the student to buy a new book for his reference

D. Handover the book to him after giving an advice to return it surly back

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Development of the test

After consulting relevant literature, 50 items were developed. Each

item was transferred on a card. Definition of Emotional Intelligence was also
written on a card along with necessary instructions for the selection of the items.
The cards were placed before a panel of judge who was contacted individually. A
Panel of judges with post graduate degree was selected for this. Then ensure the
face validity of this test. After experts of comments, 16 items were discarded and
34 items used for the standardization purpose. In order to select valid items a
tryout was done. For this the test was administered to a sample of 10 teachers
selected at random .The items of the test was checked for clarity and specificity

Item Analysis

Item analysis was carried out by the method suggested by Edward

(1957). A sample of 100 teachers where taken for the standardization purpose
through random selection. The answer sheet of these 100 samples where scored
and arranged in the rank order of the total scores obtained by them. The scores
obtained by the top 25 teachers and bottom 25 teachers where taken, as the high
group and low groups respectively. The scale was finalized on the basics of „t‟-
value, the discrimination power of each statements were calculated. The item
discrimination power denotes the efficiency of statement to discriminate
significantly between subjects. The discrimination power of each statement was
worked by this method, suggested by Edward (1957).

Statement having discrimination index value (t – value) greater than or

equal to 2.58 Edward, (1957) where considered good item for the test. The details
of the item analysis given in the table. Investigator prepare the tool for measure
teachers‟ emotional intelligence, based on Golemans five components. Initially
the investigator prepared 10 items for each component. After the standardization
procedure some of the items were discarded. The above table shows, the selected
items and its corresponding components.

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Reliability and Validity of the Test

Reliability and validity are two most important quality required for the
tool of measurement. Reliability is defined as the degree of consistency between
to measures of the same thing and validity as the ability of a tool to measure what
it intends to measure.

Reliability

Reliability of this test was found out by the split- half method using
Spearman Brown Prophency formula for estimating reliability from comparable
half‟s of a test.

Steps

Step -1 Actual tests divided in to two equal halves with equal components. Step -
2 Correlations found for these two halves.

Step -3 Using Spearman Brown Prophecy formulas for estimating reliability from
two comparable halves of a test. Coefficient of correlation from 0.70 +_ 1.00
denotes very high relationship Reliability Coefficient above 0.90 denotes good
reliability of the test

In the present test correlation is 0.85 and the reliability is 0.92 so it is evident that
the present test on measuring emotional intelligent is a reliable one

Validity

Besides face validity and content validity the concurrent validity was
also ensured. Face validity is the extent to which a test is subjectively viewed as
covering the concepts purports to measure. It refers to the transparency or
relevance of a test as it appears to test participants. In other words a test can be
said to have face validity if it “look like”. It is going to measure what it is
supposed to measure. Prepared test verify a panel of experts to measure whether
the test can perform like a good test of the same subjects and they are agree that
the test is valued. Concurrent validity test by applying two emotional intelligence
test ,at the same time ,were conducted to a group of teacher‟s. After scoring its

104
values, find the correlation of these two values .result of correlation is 0.86176.it
is above the value.70 so it denotes these tests result have high relationship with
each other.

Instructions for Administration and Scoring

1. The instructions printed on the tool are sufficient to take care of the
questions that are asked.

2. No, time limit should be given for completing the test.

3. Before administering the test, it advisable to emphasize orally that

responses should be checked as quickly as possible and sincere
cooperation is sought for the same. The responses should be kept
confidential.

4. It should also be emphasized that there is no right or wrong answer to

the statements. The statements are designed to understand the
differences in individual reactions to various situations. It should be
duly emphasized that all statement have to be responded to and no
statement should be left unanswered.

5. It is not desirable to tell the subjects the exact purpose for which the
scale is being used.

6. Though the scale is self- administering, it has been found useful to read
out the instructions printed on the tool to the subjects.

7. Manual scoring is done conveniently, hence no scoring key is provided.

8. Each item or statement should be scored 4 for D, 3 for C, 2 for B, 1forA

9. Maximum obtained score is136 and minimum scoreis34

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 APPENDIX- F

GENERAL DATA SHEET

1 Name of the teacher : ……………………………

2 Sex of the teacher :

3 Age of the teacher : ………………………………

4 Name of School : ……………………………….

5 Location of School :

6 Qualification of the teacher : ………………………………

7 Signature of the teacher : ………………………………

.

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