CHAPTER-II

REVIEW OF RELATED LITERATURE

2.1 Introduction

Education means according to our Indian context, it is not merely

by a mans to earn a living; nor is it only a nursery of thought or a

school for citizenship. It is an initiation in to the life of spirits, a

training of human soul in pursuit of truth and the practice of virtue.

Education to be complete must be humane; it must include not

only the training of the intellect but also the refinement of the hart and

the discipline of the spirit. No education can be regarded as complete if

it neglects the heart and spirit. A teacher should have good information

about Indian thought and culture form ancient times to the present,

which will help him to have an adequate and healthy personal

philosophy of life. He should have a clear perception of the importance

of his job for the nation and should take consequent pride in the

teaching profession. A teacher should have healthy emotional

development and cheerful disposition. If a teacher is joyful he will

rejoice in life all its variety. The teacher, a national integrator as he is

the backbone of society, particularly so in the remote villages. He sands

as an outstanding figure among the illiterate and semi-illiterate

families. He is their friend philosopher and guide. The teacher active

shares the responsibility of reconstructing beliefs, which are being

eroded by the surge of new ideals and practices. He acts as a social

reformer and counsellor to the community.

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 The role of the modem teachers is not confined to teaching

above. He is expected to participated in to development programmes of

the community life. Banerkee (1967) studied the training of primary

teacher in India. An interview schedule was prepared covering the

different aspects of training of primary teachers, viz aim and objectives

of training organization, curriculum and syllabus, practice teaching,

community living, examination, teaching staff, wastage, supervision

community development, in-service training and pay allowances.

Different authorities in the sixteen states of India were interviewed with

the help of this schedule.

2.2 Studies Related to Emotional Intelligence

Nada Salem Abisamra (2000), Emotional Intelligence And

Academic Achievement, Instructor: Dr. H. Williford Auburn University

at Montgomery Research in Education , FED 661

We are at the beginning of a new centuiy, and intelligence and

success are not viewed the same way they were before. New theories of

intelligence have been introduced and are gradually replacing the

traditional theory. The whole child/student has become the center of

concern, not only his reasoning capacities, but also his creativity,

emotions, and interpersonal skills. The Multiple Intelligences theory

has been introduced by Howard Gardner (1983), and the Emotional

Intelligence theory by Mayer 8s Salovey (1990) then Goleman (1995). IQ

alone is no more the only measure for success; emotional intelligence,

social intelligence, and luck also play a big role in a person's success

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(Goleman, 1995). The purpose of this study is to see whether there is a

relationship between emotional intelligence and academic success. Do

high achievers in 11th grade have a high emotional intelligence level or

isn’t there any relationship between their achievement and their

emotional intelligence? So, the population of this study will be the 11th

graders in Montgomery, Alabama. The sample will be 500 11th graders-

- boys and girls— from public and private schools in Montgomery,

Alabama. The sampling will be stratified, making sure that schools,

genders, races, socioeconomic statuses, and abilities will be

appropriately represented. The sample will be given the BarOn

Emotional Quotient Inventory (EQ-i) which is the first scientifically

developed and validated measure of emotional intelligence. The BarOn

EQ-i consists of 133 items and takes approximately 30 minutes to

complete. We shall calculate the mean of all the grades each of the 500

students has had for the last semester (this study being done in the

second semester of school), separating the high from the middle and

the low achievers. Afterwards we shall compare these grades with the

Emotional Intelligence level of each student, to see whether there is a

relationship between emotional intelligence and academic achievement

or not, in order for us to be able to accept or reject our hypothesis.

Reiff, Henry B.; Hatzes, Nanette M.; Bramel, Michael

H.; Gibbon, Thomas (2001), The Relation of LD and Gender with

Emotion Intelligence in College Students. Journal of Learning

Disabilities, v34 nl p66-78 Jan-Feb.

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 This study examined the relation of learning disabilities (LD) and

gender with emotional intelligence (as measured by the Emotional

Quotient Inventory) in 128 college students. Analyses indicated

significant differences between students with and without LD on stress

management and adaptability, between men and women students on

interpersonal skills, and interaction of LD and gender on interpersonal

skills (Contains references.) (Author/DB)

Gyanani, T.C and Kushwaha Shyam Sundar (2001), explained

emotional intelligence and its development. Emotional intelligence is a

type of social intelligence which refers to the ability to set a goal in life,

work towards achieving it, negotiate it, and feel empathetic towards

others. A key set of characteristics makes up emotional intelligence,

such as self-awareness, self-regulation, motivation, empathy and social

skills. Academic intelligence has little to do with emotional life.

Emotional intelligence is more important than IQ. IQ contributes about

20 percent to the factors that determine success in life. The remaining

80 percent is contributed by emotional intelligence. Studies have shown

that IQ is inherent but emotional intelligence can be developed and

nurtured even in adulthood and prove beneficial to one’s health,

relationships and performance. On order to survive in a fast-changing

and competitive world, every person needs to develop and nurture

emotional intelligence.

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 Liau, Albert K.; Liau, Agnes W.; Teoh, George B. S.; Liau,

Michael T. L.(2003), The Case for Emotional Literacy: The Influence of

Emotional Intelligence on Problem Behaviours in Malaysian Secondary

School Students. Journal of Moral Education, v32 nl p51-66

Identifies a renaissance in civics and moral education in the Asia-

Pacific region. Discusses the need to incorporate emotional literacy in

these programs and analyze the influence of emotional literacy on

problem behaviors in Malaysian secondary school students. Links

results of emotional literacy to internalizing and externalizing problem

behavior. (CAJ).

Perabo, Betsy (2003), Training for Emotional Intelligence: The

Theory in Practice, Contemporary Psychology: APA Review of Books ,

Volume 48

The scope and importance of the educator's task seem to increase

with every passing year. Particularly when there is a sense of crisis,

teachers are called on to provide guidance for their students in ways

that extend far beyond imparting academic learning. They are asked to

help shape the characters of their students, to help make them

comfortable with themselves and to be more sensitive to others. Gwen

Doty echoes the call for teachers to expand their role in their students'

lives, writing: “We must now incorporate values, morals, empathy, and

self-awareness attributes into our daily lessons....We can no longer

buty our heads in the sand and insist our job is to Teach,’ not to

parent”

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 The Relationship between Emotional Intelligence of Principals

and Student Performance in Mississippi Public Schools, Volume 8 Issue

4 fall 2010osted On Wed, Sep 29 2010 16:08:00.

The findings indicate with clarity that in this study emotional

intelligence was not shown to be related to student achievement as

designated by school performance level. ANOVA indicated no

statistically significant difference in Total EQI or EQI subscales and

school performance level. And, correlational analysis shows no

statistically significant relationship between total EQI or EQI subscales

and school performance level.

Given the importance of emotional intelligence reported in the

literature it would seem that, while important, emotional intelligence is

not directly related to student performance. What then is the role of

emotional intelligence in successful leadership which has been shown

to be related to student performance? One view might be that

emotional intelligence is a part of that large gestalt of personality

characteristics that make a leader a leader. That is, emotional

intelligence is a contributing or intervening variable that when

examined in combination with other positive leadership characteristics

enhances the overall effect. Another possible view is that emotional

intelligence is related to and/or is a characteristic that contributes to

success as a leader through the perception of peers, subordinates

and/or the constituents of the school community as a whole. As stated

by Stephens and Douglas (2009), these leaders characteristics may be

89
more clearly reflected in measurement of school culture and teacher

morale and have an indirect impact on student achievement, than

directly tied as indicated through these two studies.

Drago, Judy M. (2004), The relationship between emotional

intelligence and academic achievement in nontraditional college

students, WALDEN UNIVERSITY, Ph.D., Pages. 213.

This correlational study examined the relationship between

emotional intelligence and academic achievement in nontraditional

college students. Because students differ in cognitive ability, with some

students being better prepared for the collegiate environment than

others, the role of emotional intelligence in academic achievement must

be better understood. Noncognitive factors such as emotional

intelligence may supplement or enhance student cognitive ability. In

this study, emotional intelligence, achievement motivation, anxiety, and

cognitive ability were predictor variables. The criterion variable was

academic achievement as measured by student GPA. Data were

collected using the Mayer-Salovey-Caruso Emotional Intelligence Test

(MSCEIT), the State-Trait Anxiety Inventory (STAI), the Achievement

Motivation Profile (AMP), the Wonderlic Personnel Test (WPT), and the

Student Demographic Survey (SDS). Bivariate and multivariate

correlation and regression analyses were used to test the study’s

statistical hypotheses. Results demonstrated that emotional intelligence

is significantly related to student GPA scores, student cognitive ability

scores, and student age. Additionally, student anxiety was related to

90
certain emotional intelligence abilities. No significant relationship,

however, was found between emotional intelligence and achievement

motivation. Overall, the results suggest that academic achievement is

related to students’ ability to recognize, use, and manage their

emotions. This suggests the need to incorporate emotional intelligence

curriculum into college degree programs to help students increase their

emotional intelligence.

Arati, C and Rathna Prabha (2004), Studied influence of family

environment on emotional competence of adolescents.

Objective: the study was under taken with the following objectives, (i) to

study the family environment to the adolescents, (ii) to study the

emotional competence of the adolescents, (iii) to study the relationship

between family environment and emotional competence of the

adolescents.

Sample: the sample consisted of 120 adolescents including equal

number of boys and girls. Adolescent in the age group 13-16 years

studying in different high schools of twin cities of Hyderabad and

Secunderabad were selected for this selected for this study.

Tools :(i) Family Environment Scale developed by Bhatia and Chadda

(Adaptation of Moos Scale, 1974), (ii) Emotional Competence Scale

developed by Sharma and Bharadwaj (1995)

Statistical Techniques : Percentage, Pearson, product moment

correlation.

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Finding : (i) the family environment dimension majority of the

adolescents perceived average cohesion, expressiveness, conflict,

acceptance and caring, active recreational orientation organization and

control except independence. In independence dimension more than

half of the adolescents perceived low, 35 percent perceived average and

few (5%) perceived high independence in their family. In family

environment in general two-third of the adolescent were average in all

competencies and emotional competence in general except

encouragement of positive emotions competence. In encouragement of

positive emotions competency more than half of the adolescents were

competent followed by average (36.7%) and incompetent (3.33%). In

emotional competence as a whole nearly three-fourth of the adolescents

were average, 35.83 percent were competent and only one respondent

was found to be incompetent, (iii) Cohesion was positively correlated

with all competencies and emotional competence in general. It had

significant positive correlation with the ability to cope with problem

emotions, encouragement of positive emotions and total emotional

competence.

Conclusion: among all family environment dimensions, in relationship

dimensions - cohesion, conflict, acceptance and caring, and in personal

growth dimension independent were found to have significant positive

influence on emotional competence of adolescents. In system

maintenance dimensions- organization and control were found to have

no significant influences on emotional competences of adolescents. The

family environment as a while was found to have significant positive

92
influence on emotional competence of adolescents. So the family

environment had significant influence on emotional competence of

adolescents.

De Souza, Russell (2004), In his article “EQ smart teachers”

explained that the traditional intelligence is no more a matter of

concern in contemporary times. The proposition that people with good

or high intelligence quotient (IQ) always do well, and in all spheres has

become doubtful. If it were only intelligence then we would focus all

attention only on the cognitive aspects. Researches indicate that

besides IQ, EQ (Emotional Intelligence) is very essential in the life of a

person. EQ may not enable a person to recall material and data at

tremendous rate, nor enhance spatial relationship, nor help in solving

complex algebraic and other complex relations and function, but, it

would definitely enable a person to have a balanced composure

whereby the different faculties of an individual work in synchronization.

Poor emotional health and emotional malnourishment could be due to

the pouring in of irrational cognitive outputs which bring about

discomfort and anxiety. In the field of education as we deal with

humans it becomes essential that teachers possess a high degree of

emotional intelligence to that they are able to become getter educators.

With delicate and impressionable minds (of children’s (it becomes

necessary that they develop those qualities which will enable them to

bring about better understanding and concern. The illogical and

irrational thought processes of teachers may not only disturb their

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emotional health and of their colleagues but could also affect the minds

and lives of Teacher Trainees of DIET’s.

Adeyemo, David Akinlolu(2005), The Buffering Effect of

Emotional Intelligence on the Adjustment of Secondary School

Students in Transition, Electronic Journal of Research in Educational

Psychology, v3 n2 p79-90 Sep 2005.

The purpose of this study was to investigate the relationship

between emotional intelligence and adjustment of students

transitioning from primary school to secondary school. Method: The

study is a descriptive survey research in which emotional intelligence

stands as the independent variable and adjustment as the dependent

variable. Two validated instrument measuring emotional intelligence

and adjustment respectively were used to collect data from the

participants. Results: Results show that there was a significant

relationship between emotional intelligence and adjustment. It was also

found that the strengths of emotional intelligence, defined in terms of

high, moderate and low, significantly impacted the adjustment of

students in transition. Discussion: The outcome of this study has

strengthened the need to mount an emotional-intelligence based

counselling intervention programme to mitigate the transition trauma

of pupils moving from primary to secondary school. Such intervention

should be targeted at problematic areas of transition such as academic

and social adjustment, organisational issues, pupil perception, school

phobia and other transition traumas.

94
 Jyothika Gupta and Rajwinder Kaur (2006), the primary aim of

the present investigation was to study the emotional intelligence of

perspective teachers. Further, the study compared different groups on

emotional intelligence.

The purpose of the present study is : (i) to study emotional

intelligence among B.Ed Teacher Trainees of DIET’s; (ii) to compare

postgraduate and graduate B.Ed. Teacher Trainees of DIET’s. on

emotional intelligence ; (iii) to compare male and female B.Ed Teacher

Trainees of DIET’s on emotional intelligence ; (iv) to compare Science

and Arts stream B.Ed Teacher Trainees of DIET’s on emotional

intelligence ; (v) to compare hostler and non-hostler B.Ed Teacher

Trainees of DIET’s of emotional intelligence ; (vi) to compare B.Ed

Teacher Trainees of DIET’s of working and non- working mothers on

emotional intelligence ; and (vii) to study interrelationship between

emotional intelligence and its various dimensions.

The sample of the present investigation comprised 200 B.Ed

Teacher Trainees of DIET’s of Guru Nanak Dev University, Amritsar.

Emotional intelligence is measured through an adaptation of Personal

Profile Survey. Surabhi purohit has developed the Personal Profile

Survey. The test has six measured of emotional intelligence namely,

self-awareness, self-regulation, intemality, motivation, empathy and

social skills.

Major Findings; The mean emotional intelligence score for the male

B.Ed. Teacher Trainees of DIET’s is 94.03 with SD. 9.43, while for the

95
female B.Ed. Teacher Trainees of DIET’S it is 94.8 with an SD. 10.10. it

implies that 9% of male B.Ed. Teacher Trainees of DIET’s and 22% of

female B.Ed. Teacher Trainees of DIET’S have a high level of emotional

intelligence and 6% male B.Ed. Teacher Trainees of DIET’s and 12%

female B.Ed. Teacher Trainees of DIET’s have a low level of emotional

intelligence. Male and female B.Ed. Teacher Trainees of DIET’s

emerged significant on self-management with female B.Ed Teacher

Trainees of DIET’s scoring higher than male B.Ed Teacher Trainees of

DIET’s Stream-wise comparison shows the significant difference on

social skills with Arts B.Ed. Teacher Trainees of DIET’s scoring more

than Science B.Ed. Teacher Trainees of DIET’s. The significant t-ratio

between B.Ed. Teacher Trainees of DIET’s of working mother and B.Ed

Teacher Trainees of DIET’s of non-working mothers scored more on

intemality while B.Ed. Teacher Trainees of DIET’s of non-working

mothers scored more on intemality while B.Ed. Teacher Trainees of

DIET’s of working mothers scored more on empathy. The extent of

relationship between sex and self-management, stream and social

skills, occupation status of mother and intemality and empathy. Point-

biserial correlation coefficient was determined by treating sex, stream,

and occupational status of mother as true dichotomy. The point-

biserial correlation coefficient was found to be significant for sex and

self-management, stream and social skills, occupational status of

mother and intemality and empathy. Emotional intelligence is

significantly related with self-awareness, self-management, intemality,

motivation, empathy and social skills in male, female, postgraduate,

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graduate, Arts, Science, hostlers and B.Ed. Teacher Trainees of DIET’S

of working mothers. Emotional intelligence was not significantly related

with empathy in non-hostler B.Ed. Teacher Trainees of DIET’s and

B.Ed. Teacher Trainees of DIET’s of non-working mothers.

Sameer Babu M (2008), Self-Esteem and Emotional Intelligence

among B.Ed. Trainees of Tsunami Affected Coastal Belt. Junior

Research fellow IASE JMI New Delhi

Through this study the author investigates the relationship

between self-esteem and emotional intelligence among B Ed trainees of

Tsunami affected coastal belt of Alappey district of Kerala, India.

Stream of study, marital status and age based comparisons were made

among the B.Ed. trainees. 92 B.Ed. trainees were the participants in

the study. It was found that they have a good level of self-esteem and

emotional intelligence. While the variables are correlated, it is found a

substantial correlation in all the groups except science stream

students. The correlation coefficient between self-esteem and emotional

intelligence of science stream students is high. Both in self-esteem and

emotional intelligence, it is found no significant difference among the

students based on stream of study, marital status and age, except in

the comparison of them in their self-esteem based on age.

Castro, Veronica; Johnson, Michael B.; Smith, Robert (2008),

Self-Reported Resilient Behaviors of Seventh and Eighth Grade

Students Enrolled in an Emotional Intelligence Based Program, Journal

of School Counseling. Montana State University, College of Education,

97
Health and Human Development, P.O. Box 172940, Bozeman, MT

59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean

@montana.edu; Web site: http://jsc.montana.edu

School counselors are in a unique position to help at-risk

students. Research indicates that teaching resiliency skills and

emotional intelligence is a promising venture (Bernard, 1997; Chavkin

8s Gonzalez, 2000; Henderson & Milstein, 2002). Seventy identified at-

risk seventh and eighth grade students enrolled in the Teen Leadership

Program (Flippen Group, 2001) served as the population for this study.

Initial analysis of the data did not reveal a difference between treatment

and control groups. However, non-parametric tests indicate that the

experimental group had a significant difference in office referrals.

Findings and recommendations for future research are further

elaborated in this study.

Babu M, Sameer (2008), Self-Esteem and Emotional Intelligence

among B.Ed Trainees of Tsunami Affected Coastal Belt, Emotional

Intelligence; Marital Status; Measures (Individuals); Teaching Methods;

Self Concept; Correlation; Teacher Education; Self Esteem; Foreign

Countries; Age Differences.

Through this study the author investigates the relationship

between self-esteem and emotional intelligence among B.Ed trainees of

Tsunami affected coastal belt of Alappey district of Kerala, India.

Stream of study, marital status and age based comparisons were made

among the B.Ed. trainees. 92 B.Ed. trainees were the participants in

the study. It was found that they have a good level of self-esteem and

98
emotional intelligence. While the variables are correlated, it is found a

substantial correlation in all the groups except science stream

students. The correlation coefficient between self-esteem and emotional

intelligence of science stream students is high. Both in self-esteem and

emotional intelligence, it is found no significant difference among the

students based on stream of study, marital status and age, except in

the comparison of them in their self-esteem based on age.

Aminuddin Hassan, Tajularipin Sulaiman and Rohaizan Ishak

(2009), Philosophy Underlying Emotional Intelligence in Relation to

Level of Curiosity and Academic Achievement of Rural Area Students,

Journal of Social Sciences 5(2): 95-103, ISSN 1549-3652.

Since emotional intelligence is still not wholly-accepted despite

evidences of its powerful influence in general setting, this study is

therefore conducted to identify the emotional intelligence level among

school students in rural areas, relationships between emotional

intelligence and anxiety, as well as relationships between emotional

intelligence and academic achievement. Approach: It involved a sample

of 223 forms 1 and forms 4 students. Process of data collection was

administered by using a set of questionnaire which includes a self

report measure of emotional intelligence adapted from Schutte Self-

Report of Emotional Intelligence (SSRI) and Beck Anxiety Inventory

(BAI). T-test analysis showed that there were no significant differences

for the emotional intelligence level within all students between ages 13

and 16. However, there were significant differences for the emotional

intelligence level among female students in accordance to age.

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 The results showed that there were significant differences for

emotional intelligence level among all students between both genders.

Mean score of emotional intelligence within female students appeared

to be higher than male students. Pearson correlation analysis showed

that emotional intelligence levels of all students were significant

negatively in relation to anxiety level. Emotional intelligence was also

significant positively in correlation with academic achievement of all

variables including students’ age and gender. Conclusion: Besides

emotional intelligence, the study revealed that anxiety was also

significantly correlated in a negative manner with academic

achievement among all students.

Yilmaz, Miige (2009), The effects of an emotional intelligence

skills training program on the consistent anger levels of Turkish

university students, Social Behavior and Personality: an international

journal, Volume 37, Number 4, 2009 , pp. 565-576(12)

The effect of an emotional intelligence skill training program on

the levels of consistent anger of university students was investigated in

32 volunteers. A pretest, posttest model with a control group as study

design was used and 16 individuals made up the study group and 16

individuals were in the control group. Levels of consistent anger were

assessed by the State Trait Anger Scale (Spielberger, Jacobs, Russell, &

Crane, 1983, adapted by Ozer, 1994). In the data analysis, Mann-

Whitney U Test, Wilcoxon Matched-Pairs Signed Ranks Test, and One-

Way ANOVA for Repeated Measures were used. Results indicate that

the level of consistent anger of those who attended the 12-session

100
emotional intelligence skill training program was lower than for those

who did not attend this program (p < .001). In the follow-up study

conducted 3 months later with the study group, there was no

significant difference between consistent anger posttest scores and

follow-up test scores. The data gathered indicate that an emotional

intelligence skill training program may lower the levels of consistent

anger for university students. Students whose consistent anger level is

high would benefit from psychological counseling.

Polat, Soner; Ulusoy-Oztan, Yildiz (2009), Relationship

Between Emotional Intelligence of Primaiy School 4th and 5th Grade

Students and their Teachers, Online Submission, Paper submitted at

the Conference on "Promoting Social-Emotional Education:

Practitioners and Researchers Exploring Evidence Based Practice"

Students gain many skills by observing, following and imitating

others. Today one of the skills which students need most is managing

emotions. The models who the elementary students imitate most are

the teachers in their learning process. Therefore, teachers have an

important role in students' gaining the skill of emotion management.

From this point of view, teachers should exemplify the skill of emotion

management well. Hence, this survey aims to reveal the relationship

between fourth and fifth grade students and teachers' emotional

intelligence perception. The data of the survey was gathered from the

fourth and fifth grade students and teachers in the schools in central

district of Izmit chosen by chance with the emotional intelligence

perception scale of Wong and Law (2002). At the end of the survey, a

101
meaningful and positive connection was found out between the

students and teachers' emotional intelligence perception. It is seen that

teachers' emotional intelligence management skill affects the emotional

intelligence skill which students use positively and is an important

explanatory variable. Accordingly, enhancing teachers' skilful use of

emotional management has an effect on the improvement of students'

own emotional management.

Kim, Do-Hong; Wang, Chuang; Ng, Kok-Mun(2010), A Rasch

Rating Scale Modeling of the Schutte Self-Report Emotional Intelligence

Scale in a Sample of International Students. SAGE Publications, 2455

Teller Road, Thousand Oaks, CA 91320.

This study examined the psychometric properties of the Schutte

Self-Report Emotional Intelligence (SSREI) scale in a sample of

international students studying in the U.S. universities using Rasch

analysis. The results indicated that the original five-category rating

structure may not function effectively for the international student

sample. The results also revealed that although most of the items in the

SSREI scale contributed to a single underlying construct, reverse-keyed

items appeared to be problematic. Examination of the person-item map

suggested that the items may be inappropriately targeted for this

sample. In sum, the original version of the SSREI scale needs further

improvement to adequately measure emotional intelligence.

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 Chemiss, C., Grimm, L.G., & Liautaud, J.P. (2010), Process-

designed training: A new approach for helping leaders develops

emotional and social competence. Journal of Management

Development.

The purpose of this study was to evaluate the effectiveness of an

El leadership development program. The study was unique in utilizing

a random assignment control group design. Participants were 162

managers from nine different companies. There were nine different

groups with nine managers in each group. Each group was required to

follow the identical process. Trained moderators led the groups during

year 1, but during year 2 a group member served as moderator. The

outcome measure was the Emotional Competence Inventory (ECI), a

multi-rater measure of social and emotional competencies. Outcome

data were collected before the program started, one year later, and two

years later. Results indicated that after two years the intervention

group had improved more than the controls on all ECI variables. The

study offers recommendations for future research on the mechanisms

underlying the process-designed group strategy and contextual factors

that optimize results. The main implication of the study is that

leadership development based on a process-designed group strategy

appears to be more economical and consistent in its delivery than more

traditional approaches such as workshops or executive coaching.

103
 Ng, Kok-Mun; Wang, Chuang; Kim, Do-Hong; Bodenhorn,

Nancy(2010), actor Structure Analysis Emotional Intelligence the

Schutte Self-Report Emotional Intelligence Scale on International

Students, Educational and Psychological Measurement.

The authors investigated the factor structure of the Schutte Self-

Report Emotional Intelligence (SSREI) scale on international students.

Via confirmatory factor analysis, the authors tested the fit of the

models reported by Schutte et al. and five other studies to data from

640 international students in the United States. Results show that

although Gignac, Palmer, Manocha, and Stough's modified

hypothesized nested model fit the sample data, this model was not

parsimonious. As a result, this study proposed a new model that also

fitted the data. Results further indicate convergent and concurrent

criterion-related validities and reliability of the model. The findings

support the use of the modified SSREI for international students.

Dr(Mrs).J. Nirmala (2010), Emotional Intelligence Among College

Students in Eritrea, Assistant Professor, Stella Matituna College of

Education Chennai 600 083.

Emotional Intelligence (El) is considered to be the most important

determinant of success in professional and personal life among human

beings. El includes components like self-awareness, ability to manage

moods, motivation, empathy and social skills such as cooperation and

leadership (Goleman, 1998). Earlier studies indicate that there are no

significant differences on emotional and social intelligence between

104
various ethnic groups. Gender related findings on emotional

Intelligence are mixed. The review of literature on Emotional

Intelligence, throws light on the conspicuous absence of research on

this topic among ethnic groups living in Africa. This survey attempts to

study Emotional Intelligence among a sample of 116 college students in

Eritrea - a northeast African country. It was found that the sample had

‘average’ score on Emotional Intelligence -in the aggregate as well as

components-wise. There was gender difference in emotional intelligence

on the motivation and empathy components.

Moon, Taewon (2010), Emotional intelligence correlates of the

four factor model of cultural intelligence, Journal of Managerial

Psychology, Volume 25.

The purpose of this research is to examine relationships between

emotional intelligence and the four factor model of cultural intelligence

- metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ.

<B>Design/methodology/approach</B> - Confirmatory factor analyses

and hierarchical regression analyses on data from 381 students in

Korea are conducted. <B>Findings</B>- The results support

discriminant validity of the four factor model of cultural intelligence

scale (CQS) in relation to the emotional intelligence (EQ) construct. This

study also demonstrates that the EQ factors related to social

competence (social awareness and relationship management) explain

CQ over and beyond the EQ factors related to self-competence (self-

awareness, and relationship management). Finally, the results present

that specific factors of EQ are related to specific factors of CQ.

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< B >Originality/vaine < / B > - The findings of this study demonstrate how

CQ and EQ are distinct, but related constructs, which has not been

conducted by prior research.

Mr. and Mrs. Narendra Sidhaye Anaspure Anjali (2010), effect

of yoga and meditation on emotional intelligence of b. ed. students

(experimental study done during 2007-08).

The study results have practical implications for the design of

educational and training activities in the direction of greater emotional

intelligence of students, the leaders of tomorrow. It reflects the

importance of integrating yoga and meditation in the curriculum for

improving emotional intelligence, which plays a central role in all

aspects of life. You have to practice regularly, not only by B. Ed

students but also students develop at different levels, to better

understand their own emotions and feelings of others, paves the way

for success in their chosen career.

Mary Pat McEnrae,(2010), Emotional Intelligence Training:

Evidence regarding its Efficacy for Developing Leaders By California

State University Los Angeles, Kevin S. Groves, Graziado School of

Business and Management at Pepperdine University, 8s Winny Shen,

University of Minnesota.

Emotional intelligence (El) scholars have repeatedly bemoaned

the fact that little or no empirical research has tested whether it is

possible to enhance the El of individuals in organizations through

deliberate training. This review examines twelve extant El training

106
studies. We provide information on the training design, measure of El

used to assess impact, research method, and contribution that each

study makes to understanding whether and how to boost leaders’

capability to handle the emotional challenges inherent in the positions

they hold. Our review demonstrates that extant research does not

provide sufficient evidence concerning whether it is feasible to increase

El among individuals or how to cany out El training. We offer specific

recommendations to improve both the nature of El training and the

quality of research on enhancing the El of leaders.

Esturgo-Deu, M. Estrella; Sala-Roca, Josefina(2010),

Disruptive Behaviour of Students in Primary Education and Emotional

Intelligence, Teaching and Teacher Education: An International Journal

of Research and Studies, v26 n4 p830-837 .This study analyses the

relation between disruptive behaviours and the emotional abilities of

children in primary education. To do this, disruptive behaviour and

emotional abilities were evaluated in 1422 pupils aged between 6 and

12 years of age at 11 education centres using EQIjv. No relation was

found between disruptive behaviours and age, but one was found for

sex and emotional abilities. Boys presented more disruptive behaviours

than girls. However, there was a significant relation between disruptive

behaviours and the general index of emotional intelligence. The most

related abilities were stress management and interpersonal relations.

Implications of these results are discussed.

107
 Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. 1.(2010),

Emotional Intelligence, Creativity and Academic Achievement of

Business Administration Students, Electronic Journal of Research in

Educational Psychology, v8.

This study investigated the extent to which the level of creativity

and emotional intelligence influenced the level of academic achievement

of Higher National Diploma HND business administration students of

Polytechnics in the South Western States of Nigeria. Method: Three

instruments; Student Cumulative Grade Point (CGPA) Information

Format (SCIF); Wong and Law Emotional Intelligence Scale (WLEIS) and

Nicolas Holt Creativity Test (NHCT) were used to collect data on the

emotional intelligence, creativity and the academic achievement of a

sample of 235 subjects. Results: There is a veiy low negative, no

significant relationship between creativity and CGPA scores (r=-0.004, p

greater than 0.05). There was no significant difference between male

and female students' academic achievement, creativity and emotional

intelligence. Discussion and Conclusions: An emotionally intelligent

student in the Polytechnic system is likely to be creative but not likely

to be a high academic achiever. Polytechnic Management should also

ensure a Creativity and Emotional Intelligent-friendly school

environment

2.3 Studies Related to Teacher Training Prorammes

Srivastava (1970), Conducted an investigation into the

evaluation of practice teaching in Teacher Training Institutions to find

108
out the place of practice teaching in the total programme of teachers

preparation and the manner in which the evolution methods and

practices influenced the student teachers performance in teaching to

study their attitude towards practice teaching and to study teacher

relationship.

The information gathered in this study revealed that practice

teaching formed an essential and compulsory item in all the teacher

preparation programmes irrespective of the fact that the requirement of

the study and activities for obtaining degree in education were not the

same in all the institutions the place of practice teaching was

determined either by relative weight age in terms of examination marks

allotted for practice teaching in the total programme or the amount of

time or hours of work a student had to put into complete the

requirements of practice teaching in relation to the time used for

completing all the requirements of the programme. However, majority of

the teacher educators were not satisfied with the system of practice

teaching evaluation in their own institutions. Majority of the practice

teaching evaluation in their own institutions. Majority of the

Institutions had some system of internal assessment and most of the

institutions did not give more than fifty percent of the total marks for

practice teaching internal assessment, except two universities, the

other examining agencies did not define and outline the scheme of

marks distribution over the contents of class teaching the satisfaction

of student teachers about the evaluation practices correlated highly

109
with their perception of the presence or absence of element of

subjectivity in the evaluation system.

Government College of Education, Jabalpur

A study of Student’s Attitudes towards Teaching with Direct or

Indirect Influence (1971).

The main aim of the present study was to find out

• Whether the pupils like those teachers who us direct influence.

• Whether the pupils dislike those teachers who use direct influence.

In all seventy-eight teachers trained and in trained , and teaching

various subjects (science languages and social studies) were observed

their experiences ranged from nil to more than three years, these

teachers were representatives of seventeen boys, girls and mixed

recognized schools run by different agencies like govt, semi-govt and

private education societies. The sample included teachers of both the

sexes.

Tools used for the collection of data were

• There was a slight tendency among pupils to like teachers who used

indirect influences, though the relationship was not significant.

• There was a tendency among pupils to dislike teachers using direct

influence though the relationship was not significant.

• There was a positive and significant relationship between pupil

favourable attitude towards a teacher and teacher talk with a high

percentage of indirect talk and a low percentage of direct talk.

110
 Prkash and Mehrotra (1974), Make an Exploratory Study of the

use of audio-cassette recordings in the supervision of student teachers.

Major objectives of the study were:

To find out the feasibility of the use of a cassette recorder in

practice teaching lessons of student teachers.

To evaluate the effectiveness of its use in improving skill in the

teaching of student teachers.

The findings were:

• The use of cassette caused little commotion in a class when used for

the first time; but after the novelty were off, it disturbed neither the

student nor the pupils.

• It provided an ancient record of the verbal interactions in the lesson.

• It resulted in:

Confirmation of good practices and consequently student teachers

gaining more confidence. Readiness to accept shortcomings.

The student teachers could locate different types of

shortcomings in their lessons after listening to the audiocassette

recorder.

Some of the shortcomings were related to:

• Unnecessary reframing of questions asked by the teacher.

• Question elaboration.

• Lapses regarding content, facts, figures and concepts.

Ill
 Mistakes in the usage of language.

• Unnecessary pauses in the development of the lesson.

• Teacher voice.

• His delivery.

• Mannerism.

• Not allowing pupils sufficient time to respond.

• Findings out that pupil participation was not sought were it

could have been.

• Realization of not having adequately removed wrong

concepts held by pupils.

• Not giving sufficient attention to desirable details.

• Lack of variety in approach.

• Teacher domination.

Sophia Sultana(1976), Conducted a study of the Academic

Difficulties of Student Teachers. The results revealed the following as

the major difficulties of student teachers.

• Course Content of theory papers especially philosophy and

psychology is difficult.

• The student had no chance to express their difficulties in

understanding the lesson during the class.

112
 • Majority of the Teacher Trainees of DIET’s. who did not

study English medium found it difficult to understand what

was being taught in English (This difficulty was especially

mentioned by the Teacher Trainees of DIET’s. in the dept of

education.)

• On the basis of their experience of practice teaching that

main difficulty was that what was being taught in

methodology classes was not acceptable to school teachers

and they hardly agreed to tiy new methods is actual

classroom teaching.

• The whole programme was so ever crowed that they did not

get enough time for other activities.

• Most of their difficulties persist because the teacher

educators never tried to have interaction with them outside

the class.

Verma (1979), conducted a study of teacher training catalyst of

change in professional attitudes of student teachers. The sample

consisted of 500 student teachers undergoing training in seven teacher-

training institutions of Uttar Pradesh. The tools used were teacher

attitude inventory prepared and standardized by the investigator follow­

up questionnaire, personal data sheet and instructor rating

questionnaire.

113
The main findings of the study were:

• The teacher-training programme was a catalyst of change in

the professional attitude of the teacher trainees.

• Sex, marital status, caste, rural - urban residence, income

and source of income of the family, size of the family,

parental education, presence of a teacher-member in the

family, political affiliation, party affiliation, and academic

qualification courses of study of the teacher trainees were

not correlated with their attitudinal change.

• Pre-training teaching experience, place of graduation and

post-graduation and the teacher training institutions

attended by the teacher trainees were significantly

correlated with their attitudinal change.

• The teacher-training programme was very effective for

attitudinal change of those teacher trainees who had pre­

training teaching experience of one year or less. It was less

fruitful to fresher and almost useless to teacher trainees

with pre-training teaching experience of more than five

years.

• The teacher-training programme was more effective for

attitudinal change among the trainees who had completed

their education private and also those trainees who had

come from families where the source of income was

business.

114
 Mehta, R.D.(1985), An investigation into the change in the

attitude and values of teacher trainees with respect to some of their

personality variables.

The objectives of the inquiry were:

1. To study the relationship of

• Extraversion (E) , Psychoticisim (P), Neuroticism (N) with in

attitude Towards Teaching as Profession (ATP).

• Change in Attitude towards Child Control (ACC),

• Change in Attitude towards Classroom Discipline (ACD)

• Change in Attitude Towards Classroom Instruction (ACD),

• Change in Attitude towards Teacher-Pupil relationships

(ATPR),

• Change in Theoretical value (TV),

• Change in Economic Value (EC),

• Change in Aesthetic Values (AS),

• Change in Social Values (SO),

• Change in Political Values (PO),

• Change in Religious Values (RE),

• To study the main effects along with interaction of

Extraversion (E).
 The study followed a pretest - post-test experimental design. The

treatment consisted of a one-year teacher-training programme as

organized by the Department of Education, Delhi University. A sample

of 375 Teacher Trainees of DIET’s. was selected from two consecutive

sessions (1981-82 and 1982-83} of B.Ed. Teacher Trainees of DIET’s.

of the Department of Education, Delhi University. A sample of 184

Teacher Trainees of DIET’s. of the Department of Education, Delhi

University. A sample of 184 Teacher Trainees of DIET’s selected from

the session 1981-82 and 191 Teacher Trainees of DIET’s from session

1982-83, these samples subjects were administered the following tools :

• The teacher attitude inventory.

• The value scale having six areas viz, theoretical, economic,

aesthetic, social, political and religious values.

• Eysenck’s Personality Questionnaire.

The data so collected were alalysed with the help of correlation

and a three-way factorial design ( 3 x 3 x 3 ) of variance, extraversion,

psychotics and neurotics were formed on the basis of low middle and

high individuals of the sample subjects,

The findings of the study were

The data so collected were

• The impact of the teacher training programme in the CIE

(Department of Education) was such that a significant

positive change in attitudes towards teaching tool place in

116
 all the sub-groups of subjects and the maximum positive

change took place in the sub-group of high extraversion,

with low psychoticisim and low neuroticism.

• The interaction effect of extraversion , pscyhoticisim and

neuroticism was non-significant in producing any

significant change in the said attitudes, viz., attitude

towards child control, attitude towards classroom discipline,

attitude towards classroom instruction and attitude towards

teacher-pupil relations.

• The impact of the teacher-training programme was such

that theoretical, aesthetic and political values changed

negatively as a result of the effect of extraversion,

psychoticisim and neuroticism.

Joshi, Prem Kumari, (1985), A Study of the Expressed Attitude

of Professional Relationship of Teachers of Christian and Non-Christian

Managed Secondary School and Degree Colleges in U.P.

The study was designed to get on idea about the expressed

attitude in professional human relations of the teachers of Christian

and non-Christian managed secondary schools and degree colleges in

Uttar Pradesh.

The sample for the study consisted of 800 teachers from 32

institutions in Kanpur, Agra Gorakhpur. Allahabad, and Lucknow.

Some 380 teachers were teaching in Christian and 420 were teaching

in the non-Christina institutions. A Hindi adaptation of walkers teacher

117
human relations questionnaire was administered to the subject to get

an idea about their attitude of professional human relations.

The main findings of the study were

• Different management created different types of climates or

job situations in their institutions.

• The attitude of teacher’s difference significantly under

different types of managements.

• Managements in the Christian institutions did not interfere

with the day-to-day administration of the institutions.

• The role behaviour of the principals of Christian managed

institutions were perceived to be more desirable as

compared to that of principals of the non-Christian

managed institutions.

• Teachers of Christina managed institutions perceived their

institutions and community more favourably than their

counterparts in non-Christian managed institutions.

Gupta. A. (1986), Study of teachers towards Environmental

Education, Nehru Memorial Junior College, Pune (S.I.E. Maharashtra

Financed)

The objectives of the study were

• To develop a tool to measure the attitude of teachers

towards environmental education..

118
 • To measure the attitude of teachers towards environmental

education.

• To compare attitude of teachers teaching at various levels

towards environmental education.

Data were collected from 150 in-service teachers at primary,

secondaiy and junior college levels admitted to vacation course (1983-

85) in B.Ed. of the university college of education, Nagapur , and 25

Lectures from five colleges of Nagapur, A likert-type attitude scale was

constructed with 14 items. The test was final stage, after item analysis.

78 positive 36 negative statements were included in the scale. The chi-

square test was used for analysis of data.

The findings of the study were:

• The main attitude score for all the groups’ of teacher showed

a favourble attitude towards Environmental Education (EE).

• The order of favorableness was junior college secondary

school of teachers at college level was found to be less than

the mean attitude scores at the junior college and secondaiy

levels and slightly higher than the mean attitude score at

primaiy level as the college teacher opened differently to the

other groups.

• The colleges of teachers felt the need for organization of EE

teaching for the general group and special group of learners.

• Through in general the teachers had shown a favourable

attitude towards various dimensions of EE. Their divided

119
 opinion or unfavourable attitude towards some issues on

the attitude scale indicated their lack of an awareness of the

interdisciplinary nature of the subject.

• The teachers pointed out constraints like crowded

classrooms, lack of time for proper planning activities loss of

interest in the absence of regular follow up action etc. in

implementation of EE programme.

Mathur S. (1987), Attitudes of teachers towards creative learning

and teaching Ph.D.,

The objectives of the inquiry were : To study attitude of teachers of

the pre-higher-secondary school stage towards creative learning and

teaching;

• To make a comparative study of attitudes of teachers of pre­

higher secondary school stage, i.e., primary and junior high

school teachers towards creative learning and teaching on the

basis of age sex teaching experience and academic disciplines.

• To study attitude of teachers of the higher secondary school stage

towards creative learning and teaching.

• To make a comparative study of attitudes of teachers of the

higher secondary school stage towards creative learning and

teaching on the basis of age, sex, teaching experience and

academic disciplines.

120
 In order to collect the requisite data for the study a two-stage design

was used to select a sample of 600 teachers, including 200 pre-higher

secondary, 200 higher secondary and 200 post higher secondary

teachers of Agra city to mirror the attitudes of the population of

teachers of various stages towards creative learning and teaching.

Every major group was further classified in to minor groups on the

basis of age, sex, teaching experience and academic disciplines. In this

study the scale developed by Torrance and Phillips was used to

measure attitudes of teachers towards creative learning and academic

disciplines. In this study the scale developed by Torrance and Phillips

was used to measure attitudes of teachers towards creative learning

and teaching. The scale contains 50 items opinions about their

suitability and efficiency in Indian conditions, specially for Hindi-

Speaking populations percentage significance of percentage differences

means, standard deviation and ‘t’ values were computed to verify the

hypotheses.

The following conclusions were arrived at

• By large, teachers of pre-higher secondary, higher secondary

and post higher secondary stage tended to have favourable

attitudes towards creative learning and unfavourable

attitudes towards creative teaching.

• Age, Sex teaching experience and academic disciplines did

not tend to affect the attitudes of teachers of pre-higher

secondary, higher secondary and post higher, secondary

121
 stages towards creative learning and teaching only teaching

experience tended to effect the attitudes of teachers of H.S.

stage towards creative teaching.

• The teachers at the post higher secondary stage tended to

have more favourable attitudes towards creative learning

and teaching than teachers at other stages.

• The teachers of the pre-higher secondary stage tended to

have more unfavorable attitudes towards creative learning

and teaching than those of teachers of others stages.

• By and large educational stage tended to affect the attitudes

of teachers of various groups formed on the basis of age, sex

teaching experience and academic disciplines towards

creative learning and teaching.

Kantala A. (1987), Perceptions of polytechnic faculty regarding

the practice of dictation of notes TTI Madras.

The objectives of the study were:

• To obtain opinions of teachers on different aspects of

dictation of notes.

• To identify the extent of the practices of dictation of notes.

• To identify reasons which completed teachers to dictates

notes.

A questionnaire was designed to elicit the views of teachers

serving in different polytechnics in Andrapradesh. The sample

122
consisted of 60 teachers chosen randomly from eight different

institutions among them 38 were from engineering disciplines and the

best non-engineering subjects.

The major findings were :

• Teachers preferred to dictate notes as they felt that it

provided good support to Teacher Trainees of DIET’s. to

learn better.

• Twenty -three out of 60 teachers whose responses were

surveyed indicated that they were in the habits of note

dictation even when they were through the course of

explanation during a lesson.

• The main reason for dictation of notes seemed to be non­

availability of adequate references materials for the Teacher

Trainees of DIET’s. .

• Teachers liked this practice to use class time better and

make instruction more effective.

Mohammed Pasha (1988), Studied the problems faced by the

primary teacher training institutes in practice teaching in practicing

schools. A sample consisting 28 head of practicing schools, 56 co­

operating teachers, 30 teacher educators and 120 student teachers was

taken on the basis of purposive random sampling. A self-prepared

questionnaire and interview were used as tools. Data was analysed and

presented in percentages and tables.

123
The major findings of the survey are :

• About 50% of the headmasters of practicing schools

considered practice teaching as obstacle in their school

programme.

• A majority of student teaches found it is difficult to manage

the classes, since they were no voices.

• 72% of schools did not allow the student teachers to use

their equipment for teaching.

• 72% of schools allotted only the periods of non-academic

subjects for practice teaching.

• 92% of headmaster did not supervise the practice teaching

lessons.

• A majority of co-operating teachers did not evince interest in

teaching practice, as it was no remunerative.

• A majority of teacher educators observed more than 20

lessons per week.

• A majority of student teachers got experience of single

teacher schools.

Viswanathappa(1992), Made the evaluation of Pre-service

Teacher Education Programme of DIETs in Andhra Pradesh.

124
The objectives of the study were:

1) To identify the important objectives of pre-service teacher

education programmes of DIETs in Andhra Pradesh.

2) To examine to what extent the existing curriculum is adequate to

realise the objectives of pre-service teacher education

programmes.

3) To examine the adequacy of inputs such as teachers, students,

institutional plant, time allotment, student personal services,

co-curricular activities and evaluation procedure contributing for

realization of objectives.

4) To evaluate the extent of teaching competence acquired through

the pre service teacher education programme of DIET, and.

5) To find out the impact of certain inputs of preservice teacher

education programme on teaching competence of student

teachers in DIETS, Major findings of the study were:

• Out of 148 objectives from various sources 144 objectives were

identified "as1 'Important" objectives of the pre service teacher

education of Andhra Pradesh.

• Out of 144 objectives identified for pre service teacher

education of DIETs, the existing curricular programme were

found to be adequate for the realization of 64objectives only.

• Though DIET Guidelines (1989) suggests that PSTE branch

should have one senior lecturer and eight lecturers, it was found

125
 out that there were only 4-5 lecturers, in each branch of DIETs.

So staff inadequacy existed there.

• It was also found out that majority of the teaching staff have no

special training in PSTE. It was against the conditions of DIET

Guide lines (1989).

• Most of teaching faculties have only high school teaching

experience and not elementary school teaching experience.

• The allotted time for theoiy and practice was in the ratio of 3: 1.

But teachers suggested that allotment should be in ratio of 3: 2

• Most of the teacher trainees participated in the PSTE courses

suggested the need for 45 days practice teaching, physical

facilities available, only class.

• Among 27 physical facilities available, only class rooms, physical

science and biological science method laboratories, seminar

rooms, play ground, library, and hostel were available in majority

of DIETs. Others were very poorly available.

• Only four DIETs have demonstration schools of their own,

Majority of the teachers thought that demonstration schools were

only meant for practice teaching not for conducting research

activities.

• There was no significant impact of co-curricular activities

organised by DIETs.

126
 Soman (1992) dealing with the status of school Education in

Kerala, evaluates the in-service teacher education. In it, he describes

that the training for mass orientation of teachers could not cover

majority of the teachers. DIETs have been established function also,

but he observes that unless it is very systematically planned and

reoriented their service cannot meet systematically and reoriented.

Each DIET has a technology unit, but it is not functioning vigorously. If

purposefully planned, these units can bring fruitful exercise by

spreading the message of Educational Technology among the primary

school teachers.

Natarajan L. (1992) studied about the instructional activities and

training programmes with the following objectives.

1) To stress out the need for the establishment of DIETs.

2) To study the structure and function of DIETs.

3) To examine the role of DIET, in the development of training.

4) To specify the various training programmes conducted by DIET at

Mayanur district Tamilnadu.

5) To indicate the problems faced by the DIET, the study conducted

with following results :

o Some of the DIETs are not fully equipped with physical and

human resources.

o The physical infrastructure of the DIETs are not

encouraging.

127
 o The teaching personnel o{ the DIETs are not properly

trained. Different training programmes undertaking in

DIETs are not well planned.

o Enough funds are not provided at the proper interval of

time. Fundsare being lapsed due to defective policies of

government. "No freedom for DIET principal to utilise the

funds according to plan.

The study concluded that the functioning of DIET is not

according to the DIET Guidelines and work efficiency of the teachers is

not upto the expectations.

Soman (1992), Dealing with the status of school Education in

Kerala, evaluates the In-service teacher education. In it, he describes

that the training for mass orientation of teachers could not cover

majority of the teachers. DIETs have been established for this function

also, but he observes that unless it is very systematically planned and

reoriented their service cannot meet this requirement. Each DIET has

a technology unit, but it is not functioning vigorously. If purposefully

planned, these units can bring fruitful exercise by spreading the

message of Educational Technology among the primary school

teachers.

Natarajan L. (1992), studied about the instructional activities and

training programmes with the following objectives.

■ To stress out the need for the establishment of DIETs.

128
 To study the structure and function of DIETs.

■ To examine the role of DIET, in the development of

training.

* To specify the various training programmes conducted by

DIET at Mannur district Tamilnadu.

■ To indicate the problems faced by the DIET, the study

conducted with following results :

Some of the DIETs are not fully equipped with physical and human

resources.

• The physical infrastructures of the DIETs are not encouraging.

• The teaching personnel of the DIETs are not properly trained.

• Different training programmes undertaking in DIETs are not well

planned.

• Enough funds are not provided at the proper interval of time.

Funds are being lapsed due to defective policies of government.

• No freedom for DIET principal to utilise the funds according to

plan. The study concluded that the functioning of DIET is not

according to the DIET Guidelines and work efficiency of the

teachers is not upto the expectations.

Khan (1993), in his book regarding women education, suggests

that DIETs can undertake effective programmes for the empowerment

of women education in the district.

129
 Beena Gopalan (1993), Studied about the functioning of few DIETs

of Kerala state.

The objectives of the study were:

1. To study about the physical features of DIET.

2. To study about the different components of DIET.

3. To know about the functioning of PSTE of DIET.

4. To know about the different programmes of In-service branch.

5. To know about the work efficiency of teachers.

The study concluded with following conclusions:

1) The DIETs have been established through the recommendations

of NPE.

2) The DIETs are established in the existing old government TTIs

of Kerala.

3) The infrastructure is not according to the DIET Guide lines. So

new buildings are under construction in some premises.

4) The human resources of the DIETS are not according to the

Guidelines. There are lacks of teachers in some of the branches.

5) No well equipped laboratory and Library facilities

6) Students have no proper hostel facilities.

7) In-service programmes are not properly planned.

130
 Mohanthy and Mohanthy (1994), in their book concerning

Early Childhood Care and Education (ECCE), reveal that DIET should

be the centre for training the personnel for ECCE. They considered

DIET as the technical resource centre at district level for carrying out

such allied work.

Varghese (1994), in his published paper regarding the District

Primary Education Programme (DPEP), entrusts the DIETs with the

necessary planning of this programme at district level.

Manoj Parveen G. (1994) studied about the competencies and

training needs of DIET faculty members in DPEP districts of Kerala.

The main objectives of the study was to explore the needs of the

faculty members like required qualification and experiences, refresher

and orientation courses, supporting materials, library and laboratory

facilities, pay scale and future placements. Quarters and other

facilities.

The study conducted with following findings :

1) The faculty members of the DIET were badly in need of orientation

/refresher courses in planning and organisation of DIET

programmes.

2) The concept of establishment of DIET and function of DIET and

need to establish DIETs.

3) They were in need of good supporting materials like educational

journals, literature about the DIET.

131
The opinions of experts on DIETs .

The investigator approached some of the experts like

Dr.P.S.Balasubramanian, Prof. Y. R. Achutrao, Prof. Keshav Sharma

and Prof. Ramachandrao for the opinion regarding the right functioning

of DIETs.

Following are the common opinions regarding functioning and work

efficiency of DIETs.

1) Need to establish well equipped laboratory and library in every

DIET.

2) Release of funds at the proper interval of time for smooth

conduct of In-service training programmes.

3) The hake in the salary and other emoluments was another

need of DIET faculty.

4) No frequent transfers either of principal or of the staff members.

5) Democratic and familiar climate should exist in the DIETs.

Dr. Suneel Kumar studied “An analysis of in-service programmes in

DIET of East Godavari district of Andhra Pradesh.

Objectives :

1. To find out the number of in-service training programmes

conducted by the DIET for the elementary teachers and other

personnel involved in UEE.

132
2. To find out the content and duration, type of training packages

and evaluation of the programmes.

3. To find out the different training methodologies used in

conducting the In-service training programmes.

Sample : DIET of East Godavari district, A.P.

Tools : Open ended questionnaire, records and interviews.

Findings :

1. DIET of East Godavari district has conducted all its in-service

training programmes following the national guidelines of 1989

and has achieved all the training objectives formulated for in-

service training programmes.

2. The in-service training programmes were formulated according

to the training objective, which was basically to expose the

trainees to the latest techniques and methods of teaching.

3. Participants were given adequate facilities and materials during

the training programme.

4. No separate programme by DIET for women teachers and

functionaries was conducted.

Dr. Abdual Gafoor’s (1996), doctoral study “ A critical study of the

functioning and work efficiency of DIET in Kerala State” is the first

pioneer work at the doctoral level undertook by the author. A detail

study of each aspect of DIET was minutely analysed and interpreted.

Findings

1. Availability and utility of physical infrastructure financial

resources in DIETs are not satisfactory.

2. Availability of the human resources is also not fully satisfactory.

3. Preservice teacher education, In-service education, action

research and experimental works carried out by DIETs are not

fully satisfactory.

4. A democratic atmosphere does not exist in most of the DIETs.

5. As district resource centres, the functioning of DIETs is very

poor.

6. Regarding the entrusted special functions of DIETs, only

works related to adult education, school complexes and

universalization of elementary education are undertaken by

them.

7. The service conditions of DIET teachers are not satisfactory.

8. Problems exist in the guidance required for the proper

functioning of DIETs.

Dr. J. G. Roddannavar and Dr. R.T.Jantli (2001), studied “ A

Critical Study of Functioning of District Institute of Education Training

in Karnataka State”

Objectives of the Study

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1. To investigate the availability and utility of the physical

facilities and financial resources of the DIETs.

2. To investigate the availability of the human resources of the

DIETs.

3. To study the institutional climate of the DIETs.

4. To study the administrative behaviour of the principals.

5. To study the success already achieved by DIETs in fulfilling the

following functions.:

a) Preservice and In-service education for the prospective

and primary teachers respectively.

b) Action research and experimental works.

6. To analyse the present state of the DIETs as resource centres of

the districts.

7. To study different Nonformal Education, Adult Education and

other special educational helps rendered by DIETs.

8. To study the details about the mode of selection of teachers for

DIETs, their academic and professional qualifications, special

courses attended, library facilities utilised, work load, present

salary, leave rules, chances for the placement and different staff

welfare programmes of DIETs.

9. To identify the problems felt in each branch of DIETs and

by DIET teachers and the possible measures to overcome

them.

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Tools Used for the Study

1. Questionnaire on District Institute of Education and Training .

2. General Data Sheet for DIET Teachers

3. Programme Evaluation Sheet - In-service

4. Rating Scale on Teaching Competence for Teachers

5. Check list on Teaching competence for Head of the Institutio

6. Opinionnaire on Teacher Behaviour for pupils 7.

School Organization Climate Description Questionnaire(

SOCDQ).

Sample selected for the Study

1. PSTE Preservice Students

2. IFIC a) Teachers participated in the course

b) Primary school Teachers

c) Heads of the schools

d) Primary school Pupils

3. ET Primary school Teachers

4. P and M School Heads

5. WE Primary School Teachers of 12 DIETs

6. CMDE Primary School Teachers

7. DRU Faculty of 12 DIETs

8. Staff DIET Teachers

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Findings

1. In-service Teacher Education of DIETs.

General nature of the in-service teacher education.

a) IFIC branch of DIETs have to conduct 5 courses in a

year and duration of the course is 21 days. Branches of

ET, WE, CMDE of DIET should conduct 5courses each

in a year and duration of the course is 15 days. DRU

of each DIET has to organise 10 courses in 2 to 3 days.

b) All DIETs plan courses in advance for a year.

c) There is no separate library in any of theseDIETs for the

exclusive usage of inservice teachers..

d) Inservice teachers also have come for training and they get TA

as per the KCSR rules.

e) The different training courses and the target groups and

the training programmes will be planned annually at the

beginning of the academic year.

f) All DIETs through the different branches provide in-service

training for primary" school teachers, Heads of the Primary

schools, adult education workers, social workers, and

probationary officers.

g) Outside resource persons are usually invited to these

inservice programmes.

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 h) DIET staff is selecting the teachers for the course; syllabus for

the course is also prepared by the DIET.

i) Only Dharwad and Mysore DIETs claim that they conducted

surveys to identify the training needs of the teachers of the

districts.

j) All DIETs prepare an annual calender for the course.

m) During the In-service training period, different branches

conduct the following activities.

IFIC - Conduct Classes take for model classes, material preparation,

etc.

CMDE -Conduct workshops for material preparation, evaluation and

curriculum.

ET - Preparation of low cost and no cost teaching aids.

P and M - Administration related activities, in which classes,

workshops And model classes are conducted.

WE - Work experience related activities, such as workshops,

classes, etc are conducted. They have tried to make all

the subjects work oriented and integration of all

subjects are also being achieved through these activities.

DRU Classes are conducted for adult education workers.

During these periods, all the branches conduct

certain common programmes such as group

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 discussions, group works, peer group teaching

seminars, cultural activities and field trips.

n) In all DIETs number of courses to be conducted in a year is

fixed, intake number of the participants is also fixed. Different

faculties plan the course objectives according to the nature of

the courses.

o) Content for the various activities are planned separately in

all these DIETs. Teaching =Leaming activities are also planned

previously.

q) Dharwad, Mysore and Mannur DIETs have conducted follow

up measures of the courses conducted through school

complex workshop and DRU, school visits. They have also

undertaken immediate evaluation.

Evaluation of the work efficiency of inservice programmes of IFIC.

Staff Pattern:

As per the DIET Guide lines (1989), the IFIC branch of already

have the required senior lecturer and lecturer. All the selected DIET

have Sr.Lecturer and a lecturer is available.

All of them agreed that programmes helped them to develop a

positive attitude towards their profession.

Also all the teachers believed that the programme period was a

valuable use of time.

Follow Up:

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i) All the teachers wished to have follow up meetings and ready

to form a resource study group in their schools.

ii) 70% of them liked to attend extension programmes.

Suggestions:

Following Suggestions were given by the participants for the

improvement.

i) Services of the resource persons should be used to the DIETs

for taking classes.

ii) Follow up meeting should be conducted.

iii) Duration of the course should be increased.

1. Dharwad, Mandya and Bidar DIETs have conducted Action

research. But the other DIETs gave a 'No' answer.

2. Mannur, Ilakal and Kamalapur DIETs stated that the

programme of MLL and DPEP were the main hindrances in

carrying out action researches. Remaining DIETs did not give

any responses.

3. Bangalore, Chikkamagalur, Dharwad, Mysore and

Yaramaras DIETs claim that they are conducting

experimental work. But others do not.

All DIETs are getting financial support from the Government.

But Kolar DIET in addition to Government funds has taken financial

support from Zilla Parishad, in this regard details are not given.

Dharwad, Mysore and Kamalapur DIETs have taken financial help

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from DSERT and NCERT. Others did not provide the information. In

this branch DIET Guidelines for carrying out action research and

experimental works are not fully satisfied in most of the DIETs.

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