Emotional competence of senior secondary school teachers in relation to their age, gender, type of school & locality

Education is perceived to be universal phenomenon. It is adequately organized and regulated through formal institutions like colleges and schools. There are different factors, which determine the quality of education and its contribution to nation. The quality, competence, character and effectiveness of teachers are undoubtedly very significant. In developing society, a teacher has assumed a greater responsibility to bring out good citizens who could carry out the profession in a dignified and productive manner. To support the work of the organization teachers must have not only technical management skill but also skill in managing emotions, their as well as those of other individuals in the organization. Emotional competent teacher exhibits a high regard for colleagues and subordinates, an understanding of basic motivations as well as basic justice, as willingness to correct faculty situations, and a willingness to take positive, quick, and aggressive action when indicated. In this context the investigators conducted a study of Emotional Competence of 200 senior secondary school teachers. The major objectives of the study were to compare the Emotional Competence of male and female, rural and urban teachers. The Emotional Competence Scale (ECS) by H.C. Sharma and R. Bharadwaj was used to assess the effectiveness of teachers. Mean, S.D. andu0027t’ test were used to analyze the data. The results indicated that no significant difference was found in Emotional Competence of teachers on the basis of gender whereas a significant difference has been found in Emotional Competence of teachers on the basis of their age and type of school.