Relationship of Emotional Intelligence of Secondary School Teachers with Classroom Ecology
DOI:
https://doi.org/10.55737/qjss.775011495Keywords:
Emotional Intelligence, Classroom Ecology, Secondary School TeachersAbstract
The current research paper focuses on the relationship of Emotional Intelligence (EI) of Secondary School Teachers (SSTs) with Classroom Ecology (CE). The study was conducted in four districts of the Dera Ghazi Khan (DGK) division, including DG Khan, Muzzafargarh, Layyah and Rajanpur. Correlational research was applied. A sample of 357 SSTs was selected through stratified sampling method out of 3308 SSTs. Trait Emotional Intelligence Scale (TEIS) and Classroom Ecology Scale (CES) were used for data collection. The reliability of TEIS and CES was estimated at .946 and .811, respectively. Pearson Product Correlation, linear regression, t-test, and ANOVA were applied. The result of the study depicts that EI has a significant correlation with classroom ecology. Teachers with high EI scores maintain high class ecology and a good learning environment, which ultimately contributes to high learning progress. The present study recommended that school heads should provide workshops and learning pathways that are oriented on emotional intelligence to assist teachers in developing their skills to enhance classroom ecology by using different strategies.
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Copyright (c) 2024 Rahmat Manzoor, Dr. Muhammad Shah, Maryam Gul, Dr. Faheem Khan
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