APPENDIX I

POPULATION OF THE STUDY

SCHOOL

NO. OF TEACHERS

1. Araya Kanya Vidyalaya, Naya Tola

14

2. Ayub Urdu Girls' High School, Patna

12

3. B.N. Collegiate School, Patna

24

4. Baldwin Academy, Boring Canal Road

65

5. Bankipore Girls' High School, Patna

31

6. Bapu Kanya Vidayalaya, Kadamkuan

10

7. Carmel High School, Patna

25

8. Dayanand Girls' High School, Mithapur

10

9. Dayanand High School, Mithapur

11

10. Don Bosco Academy, Digha

75

11. Dwarika High School, Anandpuri

10

12. F.N.S. Academy, Patna

15

13. G.D. Patliputra High School, Patliputra

24

14. Govt. Boys' High School, Gardanibagh

20

15. Govt. Girls' High School, Boring Road

10

16. Govt. Girls' High School, Gardanibagh

20

17. Govt. Girls' High School, Patna City

22

18. Govt. Girls' High School, Shastrinagar

22

19. Govt. High School, Chirayatar

10

11

20. Govt. High School, Patna City

20

21. Govt. High School, Sheikhpura

22. Hartmann High School, Digha

10

23. Infant Jesus School, Patna City

24. Jalan High School, Patna

17

35

28

25. Kanti Singh Indra Prasad High School, Digha

26. Loyola High School, Kurji
27. Manorama Girls' High School, Patna
28. Miller High School, Patna

11
55

10

35

29. Modern High School, Naya Tola

12

30. Muslim High School, B.M. Das Road

31. Narayani Kanya Vidyalaya, Patna
32. Nay Deepti Academy, Patna

09

24

16

33. Notre Dame Academy, Patliputra

48

34. P.N. Anglo High School, Nala Road

35. Patna Collegiate High School, Patna

20

36. Raghunath Balika Vidyalaya, Kankarbagh

40

37. Ram Lakhan Singh Yadav H.S., Punaichak

38. Ram Mohan Roy Seminary, Patna

10

10

24

39. Ravindra Balika Vidyalaya, Rajendra Nagar

40. Rose Bud High School, Patna

41. Sacred Heart Convent School, Kankarbagh.

42. Scientific High School, Patna

10

24
22
10

111

43. Sri Chand High School, Balupar

10

44. St. Albert's High School, Shastrinagar

25

45. St. Dominic's High School, Patan

25

46. St. Joseph's H.S., English Medium, Bankipore

60

47. St. Jospeh's H.S., Hindi Medium, Bankipore

30

48. St. Karen's CBSE School, Patna

25

49. St. Karen's ICSE School, Patna

50

50. St. Michael's High School, Digha

54

51. St. Paul's High School, Fairfield

34

52. St. Xavier's High School, Patna

40

53. T.K. Ghosh Academy, Patna

14

Total

1297

APPENDIX II

St. Xavier's College of Education

Digha Ghat P.O.
Patna 800 011
Dear Teachers,
Greetings.
I am doing a research on "Relationship between Emotional Intelligence and
Teaching Competency of High School Teachers" from MS University, Tirunelveli.
I shall very much appreciate if you could kindly fill up this questionnaire and
return it to me as early as possible. The data called for in the questionnaire is needed for
my study purpose only and I assure you that your responses will be kept confidential.
Yours Sincerely,
P. Thomas Vargh

GENERAL INFORMATION
Direction: Please put a /mark in the appropriate boxes

1. Name ...................................................... 2.Age ...................

3. Sex:

Male

Female LII

LI

5. Grade: Permanent

4. Qualification: .....................

LI

Temporary

LI

6. Name of the School ............................................................

7. Type of School:

Government

8. Marital Status:

Married

LI

LI

Private LI
Single El

9. Monthly Income........................
10. Years of service: less than 10 years [II]
11. Community:

General Category

11

LI more than 20 years [II]

SC/ST LI OBC LI

10-20 years

INVENTORY
Directions: Below is a list of statements and there are five alternatives against each
statement representing the five possible ways in which one can respond to these
statements. Every response is correct and so express your responses objectively.
They are:
-

1 = Strongly Agree
2 = Agree
3 = Indifferent
4 = Disagree
5 = Strongly Disagree

Please read the statements carefully and encircle the number most resembling
your response. Please encircle only one number. Do not omit any statement.
NOW YOU MAY ANSWER

EMOTIONAL INTELLIGENCE INVENTORY

1.

I know which emotions I am feeling.

I know why I feel these emotions.

2.

11

3,

I am aware of the relationship between my

feelings and my behaviour.

4.

I recognize how my feelings affect my

performance

5.

I am aware of my values.

6.

I am aware of my goals.

7.

I am aware of my strengths and weaknesses.

8.

I am reflective and learn from experience.

I am open to new perspectives.

10.

I am open to continuous learning.

11.

I am open to self-development.

ri

9.

5
5

VI

12.

I am able to show a sense of humor.

13.

1 am able to assess my abilities.

14.

1 present myself with self-assurance; have

"presence".

I can voice views that are unpopular and I

am ready to take risks for what is right.

I am decisive, able to make sound decisions

despite uncertainties and pressures.

1 manage my impulsive feelings and

distressing emotions well.

I stay composed, positive and controlled

even in trying moments.

I think clearly and stay focused under

pressure.

20.

fact ethically and am above reproach.

21.

1 build trust through my reliability and

authenticity.

I admit my own mistakes and confront

unethical actions in others

23.

1 take tough, principled stands even if they

are unpopular.

24.

I meet commitments and keep promises.

25.

I hold myself accountable for my actions.

26.

I am organized and careful in my work.

27.

I can smoothly handle multiple demands.

28.

I can smoothly handle shifting priorities.

29.

1 can smoothly handle rapid changes.

15.

16.

17.

18.

19.

22.

VII

30.

31.
32.

1 adapt my responses and tactics to fit

circumstances.

I am flexible in how I see events.

I seek out fresh ideas from a wide variety of

- sources.

33.

I entertain original solutions to problems.

34.

1 generate new ideas.

35.

I take fresh perspectives and risks in my

thinking.

I am a results-oriented person who insists on

achieving his/her objectives and standards.

I set challenging goals and take calculated

risks.

Ifind out information to reduce uncertainty

and find ways to do better.

I am keen on learning how to improve my

performance.

1 readily make sacrifices to meet

organizational goals.

1 find meaning in activities that serve a

wider group of people.

I use the group's core values in making

decisions and clarifying choices.

I actively find out opportunities to fulfill the

group's mission.

44.

1 am ready to seize opportunities.

45.

I pursue goals beyond what's required or

expected of them.

36.

37.

38.

39.

40.

41.

42.

43.

VIII

46.

I keep aside official procedures and make

my own rules when necessary to get the job
4
3
2
1
done.

47.

I organize others through unusual,

enterprising efforts.

48.

I persist in seeking goals despite obstacles

and setbacks.

49.

I operate from hope of success rather than

fear of failure.

50.

I see failures as due to manageable

circumstance rather than a personal
shortcoming.

51.

I am attentive to emotional cues and listen

3
2
1
w ell.

52.

I show sensitivity and understand other's

perspectives.

53.

I help people out, after understanding their

needs and feelings.

54.

I acknowledge and reward people's

strengths and accomplishments.

55.

I offer useful feedback and identify people's

needs and further growth.

56.

I mentor, give timely coaching, and offer

assignments that challenge and foster a
person's skills.

57.

I understand students' needs and match them

to my teaching.

58.

I seek ways to increase students' satisfaction

and loyalty.

59.

1 gladly offer appropriate assistance.

ix

1 grasp a student's perspective and act as a

trusted advisor.

I respect and relate well to people from

varied backgrounds.

I understand diverse woridviews and am

- sensitive to group differences.

I see diversity as opportunity, creating an

environment where diverse people can
thrive.

64.

I challenge bias and intolerance.

65.

I can accurately read key power

relationships.

66.

I can detect crucial social networks.

67.

I can understand the forces that shape views

and actions of students, clients, customers or
competitors.

I can accurately read organizational and

external realities.

69.

I am skilled at winning over people.

70.

I can fine-tune presentations to appeal to the

listener.

I use complex strategies like indirect

influence to build consensus and support.

72.

I can dramatize events to effectively make a

point.

73.

I am effective in give-and-take, registering

emotional cues while giving my message.

74.

I deal with difficult issues straightforwardly.

75.

I listen well, seek mutual understanding and

60.

61.

62.

63.

68.

71.

welcome sharing of information fully.

I foster open communication and stay

receptive to bad news as well as good.

4.5

I handle difficult people and tense situations

with diplomacy and tact.

1 spot potential conflict, bring disagreements

into the open, and help de-escalate.

79.

I encourage debate and open discussion.

80.

1 carefully arrange win-win solutions.

81.

I articulate and arouse enthusiasm for a

shared vision and mission.

I step forward to lead as needed, regardless

of position.

I guide the performance of others while

holding them accountable.

84.

I lead others by example.

85.

I recognize the need for change and remove

barriers.

I challenge the status quo to acknowledge

the need for change.

1 champion the change and enlist others in

its pursuit.

88.

I model the change expected of others.

89.

I cultivate and maintain extensive informal

networks.

I seek out relationships that are mutually

beneficial.

91.

I build rapport and keep others in the loop.

92.

I make and maintain personal friendships

among work associates.

76.

77.

78.

82.

83.

86.

87.

90.

xi

1 can balance a focus on task with attention

to relationships.

93.

94.

95.

96.

97.

98.

99.

100.

1 collaborate, sharing plans, information and

resources with others.

I promote a friendly, cooperative climate.

I spot and nurture opportunities for

collaboration.

I model team qualities like respect,

helpfulness and cooperation.

I protect the group I am in and its reputation;

share credit.

I build up team identity, esprit de corps

(team spirit), and commitment.

I draw all group members into active and

enthusiastic participation.

Ad

XII

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APPENDIX III
TEACHING COMPETENCE INVENTORY
1 use the knowledge of Educational
Psychology for effective teaching

2.

I stimulate and guide students' learning.

3.

I am successful as a teacher because of my

personality and ability to relate to the class.

I give importance to the goals and purposes

of individual children while teaching.

5.

I am sensitive to pupil's needs and purposes.

6.

I do not employ rigorous scientific

investigation to solve the problems
encountered in teaching.

I consider that a career course must be

aimed at developing the ability to make
intelligent choice of jobs.

I encourage pupils to go to college if they

are better than average achievers.

I always accompany the pupils in making

educational field trips.

I consider that the problem child is generally

one who has an unsolved problem.

I try to educate children according to the law

of nature of human development.

I study educational philosophy to improve

my teaching.

13.

I use play-way method in my teaching.

14.

I am willing to use Internet and computers in

my teaching.

1.

4.

7.

8.

9.

10.

11.

12.

xxii

15.

16;

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

1 show respect for the enlightened

individual.

I believe that radio is more responsive to

public opinion than the motion pictures.

I consider that the primary function of the

school as an agency of society is to prepare
the child for life.

I consider that the primary responsibility for

the teacher's adjustment lies with the teacher
himself.

I fail to maintain discipline because of my

lack of a constructive programme of
meaningful things to be learnt and done.

I consider language as a set of terms and

symbols.

I consider an improved behaviour as the real

criterion of whether or not learning has
taken place.

I enforce high standards to give my teaching

a professional status.

I believe that any professional organization

should include several levels of leadership.

I refuse to sign a contract, which displeases

me.

I would accept civic responsibilities, but

refuse to be drawn into fractional disputes.

I believe that in teaching, if nothing has

been learned, nothing has been taught.

I together with my pupils establish the

ground rules for the classroom.

xxiii

I do not believe in serving as an

encyclopedia of knowledge.

I establish rapport with my class by playing

the role of a guide who desires to help them.

I do not give verbal guidance in the learning

of skills.

I relate my teaching material with pupils'

previous knowledge.

I make use of the individual differences of

the students for the common use.

I have different expectations from different

students.

34.

I consider teaching is a professional work.

35.

If a student wants to share his problems with

me at my house I extend reasonable help and
boost his morale.

If an old student passes by me without any

salutatory mark, I will introspect in relation
to my students for further improvements.

I am the leader of the class because I am the

autocratic emperor of my class.

If a poor student is unable to pay his

monthly fees, I will pay his fees and give
him opportunity to join the classes.

I believe in transferring the high values of

humanity into young ones sitting in the
classroom.

If a student becomes unconscious during a

period, I will give first aid to him and will
contact the school doctor.

28.

29.

30.

31.

32.

33.

36.

37.

38.

39.

40.

xxiv

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

If I am mal-treated in my class as a new

corner, I will deal with the students through
improving my qualities.

If I am accused of favoritism in evaluation, I

will show the students answer books in
order to satisfy them.

Suppose a child is devoid of social

efficiency, then I will impart to him training
to overcome the difficulty.

When I make a mistake while teaching in

the class and my students' point it out
sharply, I will feel sorry for committing the
blunder.

If I am the senior member of poor students'

committee, I will see that financial support
goes to the desirable students.

If Iam given additional responsibility of the

school library, I will think that I am the
exclusive reader as I am the exclusive
worker there.

Through friendly relations, I share the

adolescent's private life and give due
emotional comforts to him.

If there are mentally retarded students in my

class, I will make my lecture very simple
and spare some extra time for them.

If my student gets appointment in my school

my behaviour towards him will be
encouraging and friendly.

1 enforce proper posture training in the

classroom for the improvement of students'
posture in the classroom.

xxv

51.

If I am appointed to a school where there is

a base for political activities I will free
myself from political activities and
pressures.

the school's adverse conditions do not

help me to use my potentialities to become
an efficient teacher, I will try to force the
administrative machinery to control the
conditions.

Whenever I give an order for tea in the staff

room, I remember the health of my
colleagues.

54.

I prefer to join a teaching profession by

excelling in national level competition.

55.

I behave with my students just like my own

children.

56.

If lam being pressurized by my colleagues

to take the membership of the teachers
union, I will have faith in unity and accept
the membership.

I would behave nicely with students' parents

on the eve of parent-teacher association
being observed in the school.

Even if a teacher requests me to do a favour

in a student's evaluation, I will evaluate the
answer book honestly and give marks
accordingly.

I demonstrate my impartial behaviour

making my own behaviour more balanced
and fair.

When my friend invites me for a party, I go

in order to give due honour to invitation.

52.

53.

57.

58.

59.

60.

- If

xxvi

61.

62.

63.

64.

65.

When a sudden death occurs at the place of

my friend, I rush immediately to my friend's
place.

I always become rash in case of

maltreatment given by others so I try to
control myself.

If in spite of my best efforts to keep the

principal happy, he penalizes me
deliberately, I will never bow to his wrong
Will.

When I deal with others, I estimate them

with reference to my own behaviour.

I maintain relations with a colleague who is

clear in heart but very aggressive in
behaviour, but whenever he cools down, I
tell him his mistakes politely.

I share my mid-day meal with the staff

members and enjoy it in the group.

To maintain good relations with others I

keep up attractive features and mental make
UP.

66.

67.

xxvii

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