RAJIVGANDHIUNIVERSITY OF HEALTHSCIENCESKARNATAKASTATE, BANGALORE.
PROFORMA SYNOPSIS FOR REGISRATION OF SUBJECT FOR DISSERTATION.
SYNOPSIS
SUBMITTED BY:
Sanjay PandharinathRahane
Ist Year M.Sc. (Nursing)
EastWestCollege of Nursing
Psychiatric Nursing specialty
RAJIVGANDHIUNIVERSITY OF HEALTHSCIENCESKARNATAKASTATE, BANGALORE.
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION.
1. / NAME OF THE CANDIDATE AND ADDRESS / SANJAY PANDHARINATH RAHANEIST YEAR M.SC(NURSING)
EASTWESTCOLLEGE OF NURSING
RAJAJINAGAR 2ND STAGE, ‘E’ BLOCK
SUBRAMANYANAGAR, BANGALORE 10
2. / NAME OF THE INSTITUTION / EASTWESTCOLLEGE OF NURSING
RAJAJINAGAR 2ND STAGE, ‘E’ BLOCK
SUBRAMANYANAGAR, BANGALORE 10
3. / COURSE OF STUDY AND SUBJECT / IST YEAR M.SC.(NURSING)
PSYCHIATRIC NURSING SPECIALTY
4. / DATE OF ADMISSION TO THE COURSE / 2/06/2008
5. / TITLE OF THE TOPIC / KNOWLEDGE OF TEACHERS REGARDING EMOTIONAL QUOTIENT
PROBLEM STATEMENT:
“A STUDY TO EVALUATE THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE ABOUT EMOTIONAL QUOTIENT AMONG PRIMARY SCHOOL TEACHERS OF SELECTED SCHOOL AT BANGALORE”.
6.BRIEF RESUME OF INTENDED WORK.
INTRODUCTION.
“To Punish A Guilty Child Is Bad. To Forgive A Guilty Child Is Good, To Love A Guilty child Is The Best.”
Emotional Intelligence (EI), often measured as an Emotional Intelligence Quotient (EQ), describes an ability, capacity, skill or (in the case of the trait EI model) a self-perceived ability, to identify, assess, and manage the emotions of one's self, of others, and of groups. It is a relatively new area of psychological research. The definition of EI is constantly changing.1
Emotional intelligence (EI) is the ability to recognize our own and others’ feelings, this gradually gaining attention in the workforce, in education, and in leadership development. Further, a growing number of experts are concluding that emotional intelligence is a more effective predictor of success in the workplace than IQ 14. During the past two decades, no psychological concept has had a greater influence on leadership development than emotional intelligence 2.
Emotional intelligence is not a new concept but is actually tied to ancient wisdom. Two thousand years ago, Socrates declared that the attainment of self-knowledge is humanity’s greatest challenge. Aristotle added that this challenge was about managing our emotional life with intelligence. Fast forwarding to today, we will find business magazines such as the May/June issue of the Ivey Business Journal with an entire issue devoted to the virtues of emotional intelligence . Further, leadership gurus like John Maxwell are advocating more than ever that understanding and managing of one’s emotional life serves at the heart of leadership and human systems development 2.
Twentieth-century research in emotional intelligence began, in 1920’s when Edward Thorndike identified his concept of social intelligence. This concept of social intelligence is one of three groups of intelligences (abstract, concrete, and social) identified by psychologists of that time. Thorndike defined social intelligence as “the ability to understand and manage men and women, boys and girls—to act wisely in human relations”. Thorndike’s definition included interpersonal and intrapersonal intelligences in the definition of social intelligence. 3
In the past 20 years, the field of psychology broadened the “non-intellective” paradigm of these early psychologists. Howard Gardner introduced the idea of multiple intelligences including “personal intelligences” which encompasses intrapersonal intelligence (knowing yourself) and interpersonal intelligence (knowing how to get along with others). 4
In the past five years, emotional intelligence has received much attention as an aspect that is potentially useful in understanding and predicting individual performance and success in the workplace. Miller stated that emotional intelligence is the complex and multifaceted ability to be effective in all the critical domains of life, including job success.19Daniel Goleman has been one of the leaders in defining the competencies related to emotional intelligence. Goleman described emotional competence as “a learned capability based on emotional intelligence that results in outstanding performance at work” 15. Further, emotional competencies are job skills that can be learned, and thus people have the potential to become skilled at these competencies .5
6.1NEED FOR THE STUDY :
The foundations for emotional intelligence, self-esteem, happiness and success in life are laid in childhood and adolescence. Schools and teachers can play a significant part in helping young people to establish these foundations for themselves. 6
Many proponents of emotional literacy believe that schools must set time aside specifically to teach young people strategies for managing their emotional states and developing empathy with others.Others argue, however, that this should not be treated as a separate area of the curriculum, rather developing emotional literacy ought to be a core part of every teacher’s work with young people.7
It is clear from recent research that teachers have great potential to effect students' educational outcomes. There is substantial evidence indicating that schools make a difference in terms of student achievement, and the significant factor in that difference is attributable to teachers. Specifically, differential teacher effectiveness is a strong determinant of differences in student learning . Studies of teacher-effectiveness indicate that student engagement in learning is to be valued above curriculum plans and materials. Research on teacher effectiveness has yielded a wealth of understanding about effective teacher characteristics and the effects these characteristics have on student learning. Effective teachers believe that they can make a difference in student learning outcomes and they teach in a way that demonstrates that belief . Teacher effectiveness is governed by levels of self efficacy, that is, the belief teachers have about their teaching capabilities8.
Salma Prabhu, Director, Academy Of Counseling, conducted a four-phase survey in some city schools and detected how the emotional quotient (EQ) affects the intelligence quotient (IQ) of students. One thousand std. X students and their parents, from the upper middle-class, were surveyed. “Most students suffer from a low EQ of 80 to 90 per cent. This leads to communication problems with authority figures. Phase I targeted students from std. V std. VIII. This is a highly critical phase as the child moves from primary to secondary school.Almost 80 per cent of parents complain that their child scored 85 to 90 per cent marks in primary, which declined to 70 per cent by std VII, and further deteriorated to 50 per cent by std IX. This decline in performance is due to the weak base that students have. There is a need to concentrate on prevention.” During a workshop, around 20 children in the age group of 10 to 14 years were asked whether they loved their siblings and they replied in the negativePhase II from std. IX to standard X occurs during adolescence, when students undergo physical and emotional changes. “The EQ of almost 85 per cent of children and teenagers is not developed, thus leading to faulty thinking and using of defense mechanisms. “Many students have high potential. However, the IQ being affected by EQ, they end up spending their energy in coping mechanisms for emotional management.” 9
To become effective learners, young people need to develop a strong sense of self-worth and confidence in their abilities.They need to learn to take responsibility for their own learning and performance, and demonstrate persistence and resilience in the face of obstacles or setbacks.They must also be able to manage their emotions and help others to do the same. It is less to do with controlling emotions and more to do with recognizingand understanding the effects of these emotional states and developing coping strategies. Young people must also come to understand that negative feelings can be valuable since they provide personal insights into thoughts, feelings and motivation to learn.10
In view of the above and from the investigator’s experience during working in a school of nursing the investigator felt the need and importance of educating school teachers about emotional quotient by conducting this study. Understanding these different components will assist in helping teachers to shape the teaching materials that they feel appropriate for their pupilsit will assist teachers to find the students emotional set in leaving point of view and enabling them to ‘manage’ his or her own emotions which will help in the enhancement of emotional intelligence of the school children.
6.1.1 CONCEPTUAL FRAMEWORK.
A conceptual framework is a theoretical approach to the study of problems that are scientifically based on emphasis the selection, arrangement and classification of its concepts.The conceptual framework of the present study was modified by the investigator based on “Mayer and Salovey Model of Personality and its Major Subsystem”
The concepts of theory are recognized as one of three or four fundamental classes of mental operations. These classes include motivation, Emotion, Cognition, and, consciousness. Among the triad of motivation, emotion and cognition, basic motivation arise in response to internal bodily states. Emotions form second class of this triad. Emotions appear to respond to change in relationships between the individual and environment. Cognition, the third member of triad allows the organism to learn from the environment and to solve the problems in novel situations.
The model of personality and its major subsystems represents the personality components primarily according to lower Vs higher level of process. Component at lower level are generally divisible in to motivational, emotional and cognitive groups. High level components, such as self esteem, are representations of the personnel and social worlds that synthesize the lower level of processing in more complex, integrated fashions
The basic motivation, emotion, cognition and their interaction are integrated in more complex personality functioning that’s why focus turns to more general personality or social process. the term “emotional intelligence” implies something having to do with the intersection of emotion and cognition. From investigators perspective, evaluating theory of and related to emotional intelligence requires an assessment of the degree to which the theory pertains to this intersection.11
6.2REVIEW OF LITERATURE.
Review of literature is an essential activity of scientific research project; help to familiarize with the practical issue related to the problem and enable the researcher to avoid unintentional duplication of studies. The typical purpose for analyzing or reviewing existing literature is to generate research question to identify conceptual of theoretical tradition within the bodies of literature. Hence the investigator intending to review the literature available on emotional quotient by using both research and non-research materials.
A study was conducted in January 2008 on “Emotional intelligence and adaptive success of nurses caring for people with mental retardation and severe behavior problems”. The emotional intelligence profiles, gender differences, and adaptive success of 380 Dutch nurses caring for people with mental retardation and accompanying severe behavior problems are reported. Data were collected with the Bar-On Emotional Quotient Inventory, Utrecht-Coping List, Utrecht-Burnout Scale, MMPI-2, and GAMA. Absence due to illness and job change were measured across a 2-year period. Result shows a clear relation between emotional intelligence and adaptive success was detected at an.01 level of significance. A negative correlation was found between emotional intelligence and both burnout and psychopathology. Emotional intelligence did not appear to be related to absence or job change. Based on these findings, training programs for nurses can possibly help to avoid employee burnout12
A study was conductedin March 2005 “to investigate the correlation between parents’ child – rearing practice and the emotional intelligence level of students”. The sample of this study was composed of 71 students at Ratjabhat Institute Chiang Mai Demonstration school Emotional intelligence test and parents’ child – rearing practice questionnaire constructed by the researcher were employed, whose reliability basing on Cronbach’s Alpha Coefficient was 80 . The results revealed that the students had moderate level of the emotional intelligence and were brought up democratic. The correlation between bringing up democratic and emotional intelligence was 0.261 at a 0.05 level of significance; bringing up independent and emotional intelligence was -0.259 at a 0.05 level of significance; and bringing up autocratic and emotional intelligence was -0.218 with no statistical of significance. Bringing up democratic, bringing up independent and bringing up autocratic were related but bringing up independently and bringing up autocratic were not related.13
A study was conducted in 2004 on “how emotions advance life goals”. While different theories of EI have been proposed there is still controversy about how EI should be conceptualised and measured. It is agreed, however, that EI’s relevance depends on it being able to predict significant life outcomes. A study of 246 predominantly first-year tertiary students investigated relationships between EI and a number of ‘life skills’ (academic achievement, life satisfaction, anxiety, problem-solving and coping). Correlations between EI and academic achievement were small and not statistically significant, although higher EI was correlated with higher life satisfaction, better perceived problem-solving and coping ability and lower anxiety. However, after controlling for the influence of personality and cognitive abilities, shared variance between EI and life skills was 6% or less. 14
A study was conducted in October 2003 “to screened children for high risk of emotional and educational disorder”. The information was gathered from the school, using standard and objective tests. The multiple criterion screen employedthe number of cases identified by the screening was found to be 322 children per thousand. Using extreme scores as indicative of high risk, approximately 17 per cent of children were identified on the basis of the behavior test; 12 per cent by the reading test; 9 per cent by the isolation test; 8 per cent by the rejection test and 3 per cent by the absenteeism test. Seventy per cent of the identified children were rated clinically as disturbed. Absenteeism identified the smallest percentage of cases and made the smallest independent contribution of identification. Isolation was not impressively related to neurotic or antisocial behavior. The three important criteria, therefore, were behavior, rejection and reading. Corrected disturbance rates for our population of 7-8-year-old children, including those not identified by the screen, were 6-8 per cent markedly maladjusted and 33-7 per cent somewhat maladjusted.15
A study was conducted in March 2003 “to find out “the relationship between EQ and children’s acquisition of basic skills”. A total of 344 primary school children (Year 1 and Year 2) from Kuala Terengganu made up the respondents. They are from the academically weak classes. The study utilized the descriptive correlational method. Data were collected using the EQ questionnaire, a modified version of Goleman EQ questionnaire and the reliability using the Cronbach Alpha is .81. Out of this sample 3.8 % are those who could not read, write or do Arithmetic. Among these students, 3.2% had problems in Bahasa Melayu and 3.8% had problems in Arithmetic The preliminary findings indicated that there is a positive correlation between EQ and basic skills acquisition (r =.47)16
A study was conducted in 2002 “to study the Intelligence Quotient (IQ) and Emotional Quotient (EQ), as well as to study the correlation between the Intelligence Quotient (IQ) and Emotional Quotient (EQ) of elementary school children with learning problems”. The research methodology was based on the study of 156 children identified by their teachers as having learning problems in 6 Taksin Group school in Mae Rim District, Chiang Mai Provice. IQ was determined by using a measuring tool based on the Goleman framework. Window SPSS was used to determine the validity and reliability of the data, which was found to be 0.81 the results of the an analysis of the data from sampling reveal that 49.36 percent of the children had poor level of intelligence with an IQ below 90. As for the research on EQ, 65.39 percent of the children were considered fair. In further study of the details according to category of personal competence, which was found to be poor (u=3.83) . Additionally, in looking at the correlation between IQ and EQ, it was found that the correlation (P = .045) and the statistical significant.17
A study was conducted in October 2002 “to examine, through a review of existing agricultural education and business literature, the need for the inclusion of emotional intelligence competencies into the local agricultural education curricula”. The researchers found evidence that emotional intelligence is vital for entry and success in today’s workplace and that previous agricultural education research indicates that the inclusion of emotional intelligence competencies is important. The researchers recommend further research on incorporating emotional intelligence development in the various agricultural education instructional efforts. Research should also be conducted on leadership and emotional intelligence and how these results can be used to improve leadership development efforts. Teacher in-service workshops should also be held to inform agricultural education teachers about the importance of emotional intelligence and to help them include emotional intelligence in their curricula.18
A study was conducted in 2002 on “Relation of an Ability Measure of Emotional Intelligence to Personality”. Is emotional intelligence simply a naive theory of personality, or is it a form of intelligence? If emotional intelligence is to be of value, it must measure something unique and distinct from standard personality traits. To explore this question, this study examined an ability test of emotional intelligence and its relationship to personality test variables to determine the extent to which these constructs overlap. A sample of 183 men and women took the Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1999), an ability measure of emotional intelligence as well as measures of career interests, personality, and social behavior. Emotional intelligence was measured reliably and was relatively independent of traditionally defined personality traits, supporting the discriminate validity of the emotional intelligence construct.19
STATEMENT OF THE PROBLEM.
“A STUDY TO EVALUATE THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE ABOUT EMOTIONAL QUOTIENT AMONG PRIMARY SCHOOL TEACHERS IN SELECTED SCHOOL AT BANGALORE.”
6.3OBJECTIVES OF THE STUDY
1. To assess the pre test knowledge about emotional quotient among primary school teachers.
2. To assess the post test knowledge about emotional quotient among primary school teachers
3. To assess the effectiveness of Structured Teaching programme by comparing pre and post test knowledgeon emotional quotient.