Teacher Effectiveness in Relation to Type of Institution, Emotional Intelligence and Teaching Experience

References (6)

1. intelligence are less effective in teaching than teachers with high emotional intelligence. Similar to the finding, different studies conducted by Cirarrochi, Chan and Caputi (2000);
2. Sutton and Whitely (2003) and Kauts and Saroj (2010) concluded that emotional intelligence is a key factor in the success in teaching and to become more effective, one needs to be more emotionally intelligent. Also, teacher effectiveness of less and more experienced secondary school teachers is found significant. More experienced teachers are found to be more effective than less experienced teachers. Similar results were reported by Kane et al (2006);
3. Rivkin et al. (2005); Decker, et al. (2004);
4. Ling (2008) and Basiron (1999) which states that with experience teachers become more effective in dealing with different types of teacher responsibilities. Thus, it can be concluded that emotional intelligence and teaching experience matters in making of a teacher to be effective. Thus the emotional intelligence training which does not have any place in the training of pre service and in service trainings shall be made the part of orientation and refresher courses. The researches have proved that emotional intelligence can be developed. For the fresh recruitments the testing of emotional intelligence can be included alongwith the certification. Similarly, the teaching experience makes a point for the administrators that more challenging and difficult tasks & responsibilities shall be given to more experienced teachers. Both the findings are very important for policy makers and administrators at the grassroot level of school functioning and upright at the recruitment policy by planners. Salamuddin, N., Harun, M. T. & Abdullah, N. A. D. (2011). Teachers’ Competency in School Extra-Curricular Management, World Applied Sciences Journal, 15 (Innovation and Pedagogy for Lifelong Learning), 49-55.
5. Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: A multi method analysis of English infant schools. American Educational Research Journal, 39 (1). 101-32. EJ649893. Carnegie Forum on Education and the Economy. (1986). A Nation Prepared: Teachers for the 21st Century. New York: Carnegie Forum. Caruso, D., Mayer, J. D., & Salovey, P. (2002). Relation of an ability measure of emotional intelligence to personality. Journal of Personality Assessment, 79, 306-320.
6. Chan, D. W. (2008). Emotional intelligence, self-efficacy, and coping among chin