TABLE OF CONTENTS

CHAPTERS
1. INTRODUCTION …………………………………………………………… 1
1.1 Background/Rationale of the study……………………………………… 6
1.2 Statement of the problem……………………………………………… 6
1.3 Objectives of the study………………………………………………... 7
1.4 Research question…………………………………………………….. 7
1.5 Hypothesis…………………………………………….......................... 7
1.6 Significance of the study……………………………………………........ 7
1.7 Definition of Terms……...…………………………….……................ 8
1.7.1 Emotional Intelligence………………………………………… 8
1.7.2 Elementary education…………………………………………. 8
1.7.3 Teaching technique…………………………………………… 8
1.7.4 School………………………………………………………… 8
1.7.5 Teacher……………………………………………………….. 8
1.8 Delimitations of the study…………………………………………….. 8
2. REVIEW OF LITERATURE ……...……………….……………………... 9
2.2 What are Emotions...………………...…………… …...….................. 9
2.3 Theories of Emotions……..………………………………….……..... 10
2.4 Intelligence…...………………………………………………….…… 11
2.5 Theories of Intelligence…..………………………………………...… 11
2.6 Emotional Intelligence…………………………………..………......... 12
2.6.1 Self-Awareness.……………………….……………….......…. 13
2.6.2 Managing Emotions……………………………….….............. 13
2.6.3 Motivating Oneself……………………….…………............... 14
2.6.4 Empathy…………………………………….........…………… 14
2.6.5 Social Skills…………………………………………………… 14
2.7 Models of Emotional Intelligence………..………………….…...….... 14
2.7.1 Mayer and Salovey’s Model of EI……………..……………… 14
2.7.1.1 Perception, Appraisal and Expression of Emotions…… 15
2.7.1.2 Emotional Facilitation of Thinking………….………… 15
2.7.1.3 Accepting and Analyzing; Employing Emotional
knowledge……………………………………………………… 15
2.7.1.4 Promote Emotional and Intellectual Growth…………… 16

i
 2.7.2 Goleman’s Model of EI………………………………...……… 16
2.7.2.1 Self-Awareness……………….………………….......... 16
2.7.2.2 Self-Management…………….……………………….. 17
2.7.2.3 Social-Awareness………….……….….…………….... 17
2.7.2.4 Relationship Management……….….………………... 17
2.7.3 Baron’s Model of EI…………….…......................................... 17
2.7.3.1 Personal Component…………….………………......... 17
2.7.3.2 Social Element………………………………..………. 18
2.7.3.3 Anxiety Managing……………………………………. 18
2.7.3.4 Flexibility…………..…………………………………. 18
2.7.3.5 Common Attitude……………….…………………...... 18
2.8 Significance of Emotional Intelligence in Education………………..... 19
2.9 Measuring Emotional Intelligence……………..………...…................. 19
2.10 Teaching Styles………………………………………...………............ 20
2.10.1 The Concept of Teaching………………………………........... 21
2.10.2 Styles in Teaching…………………………………………….. 22
2.10.2.1 Expert Type…………………….................................. 22
2.10.2.2 Formal Authority Type…....……………………… .... 22
2.10.2.3 Personal Model Type………………………………... 23
2.10.2.4 Facilitator Type……………………………………… 23
2.10.2.5 Delegator Type ………….…….……......................... 23
2.11 Previous Studies………………………………..…………................... 23
3. RESEARCH METHODOLOGY…………………………………………... 25
3.1 Research Design…………………………………….………............... 25
3.2 Population of the Study……………….……………............................ 25
3.3 Sample of the Study..…………………………………………............ 25
3.4 Sampling Technique.…………….…… …………………................... 26
3.5 Development of the Instrument………….……………………............ 26
3.6 Pilot Study..………… …………………..……………………............ 26
3.6.1 Validity of the Instrument…………………………………… 26
3.6.2 Reliability of the Instrument............... ……………................ 26
3.7 Data Collection.................................................. ………..................... 27
3.8 Data Analysis....................................................................................... 27
3.9 Ethical Considerations ..................................……… ……………….. 27
4. RESULTS & DISCUSSION………………………………………………... 28

ii
 4.1 Descriptive analysis of demographic variables………………………. 28
4.2 Descriptive Analysis of Teachers’ Questionnaire (TQ)……………… 34
4.3 Analysis of Open Ended Items of Teacher’s questionnaire………….. 76
4.3.1 Description of Item No.42……………………………………… 76
4.4 Inferential analysis of teachers’ questionnaire ………………………. 77
4.5 Discussion……………………………………………………………. 78
5. SUMMARY, FINDING, CONCLUSION & RECOMMENDATION.…... 80
5.1 Summary …………………………………………………………… 80
5.2 Findings ……………………………………………………………. 81
5.3 Conclusion…………………………………………………………….. 86
5.4 Recommendations…………………………………………………….. 87
REFERENCES ………………………………………………………………. 88
APPENDIX A ………………………………………………………………… 95

iii
 LIST OF TABLES

Table 4.1 Locality-wise categorization of Teachers……………………….......... 28

Table 4.2 Gender-wise categorization of Teachers……………………………… 29
Table 4.3 Categorization of Respondents according to their academic qualification 30
Table 4.4 Categorization of Respondents according to their professional
Qualification………………………………………………………….. 31
Table 4.5 Categorization of Respondents according to their Age………………. 32
Table 4.6 Categorization of Respondents according to their teaching experience 33
Table 4.7 Q.1: I can recognize my emotional state …………………………….. 34
Table 4.8 Q2: I can maintain my emotions …………………………………….. 35
Table 4.9 Q3: I know the reasons for my emotions…………………………….. 36
Table 4.10 Q4: I know my feelings that affect my teaching……………………... 37
Table 4.11 Q5: I am clear about my objectives ………………………………….. 38
Table 4.12 Q6: I can identify my strengths and weaknesses …………………….. 39
Table 4.13 Q7: I take decisions with confidence ………………………………… 40
Table 4.14 Q8: I know what I expect from my life………………………………. 41
Table 4.15 Q9: I can face new challenges………………………………………… 42
Table 4.16 Q10: I can fulfill demands of my job ………………………………… 43
Table 4.17 Q11: I can anticipate answers to my difficulties……………………… 44
Table 4.18 Q12: I continuously try to increase my performance…………………. 45
Table 4.19 Q13: I always try to be an ideal teacher ……………………………… 46
Table 4.20 Q14: I trust in performance rather than following the rules ………….. 47
Table 4.21 Q15: I always try to satisfy students…………………………………. 48
Table 4.22 Q16: I am able to work under pressure situation……………………… 49
Table 4.23 Q17: I understand students’ need……………………………………… 50
Table 4.24 Q18: I try to understand and meet the hopes of students …………….. 51
Table 4.25 Q19: I can deal students of different background confidently………... 52
Table 4.26 Q20: I always work to remove the barriers ………………………….. 53
Table 4.27 Q21: I vary my approach according to the level of students…………. 54
Table 4.28 Q22: I satisfy with my teaching skills………………………………… 55
Table 4.29 Q23: I have developed my own style as a teacher……………………. 56
Table 4.30 Q24: I use humor in my teaching ……………………………………. 57
Table 4.31 Q25: I use activity method in classroom……………………………… 58
Table 4.32 Q26: I prefer to teach through games ………………………………… 59

iv
Table 4.33 Q27: I teach according to students choice …………………………… 60
Table 4.34 Q28: I use role play activity in classroom……………………………. 61
Table 4.35 Q29: I teach according to the course outline given to me……………. 62
Table 4.36 Q30: I plan my lesson according to my will…………………………. 63
Table 4.37 Q31: I take class very actively……………………………………….. 64
Table 4.38 Q32: I try to teach in accordance with the curriculum……………….. 65
Table 4.39 Q33: I use direct method of teaching…………………………………. 66
Table 4.40 Q34: I teach according to my planning………………………………. 67
Table 4.41 Q35: I consistently deliver my lesson………………………………… 68
Table 4.42 Q36: It is difficult for me to teach different groups at the same time… 69
Table 4.43 Q37: I feel comfortable to teach in large groups……………………… 70
Table 4.44 Q38: Authorities are satisfied with my work…………………………. 71
Table 4.45 Q39: I dislike individual teaching…………………………………….. 72
Table 4.46 Q40: I don’t like to sit with students………………………………….. 73
Table 4.47 Q41: I don’t like interruption in my session………………………….. 74
Table 4.48 Teachers’ responses about their level of emotional intelligence …….. 75
Table 4.49 Teachers’ responses about their teaching styles……………………… 76
Table: 4.50 Gender wise Comparison of teaching styles………………………….. 77
Table: 4.51 Gender wise Comparison of Emotional Intelligence…………………. 77
Table: 4.52 Comparison between emotional intelligence and teaching styles……. 78

v
 LIST OF ABBREVIATIONS

EI: Emotional Intelligence

EQ: Emotional Quotient

IQ: Intelligence Quotient

MSCEIT: Mayer, Salovey & Caruso Emotional Intelligence Test

ESA: Emotional Self Awareness

TS: Teaching Style

SPSS: Statistical Package for social Sciences

SD: Standard Deviation

vi
 ABSTRACT
The main aim of this learning was to determine “Relationship between Emotional Intelligence
of Elementary School Teachers and Teaching Styles”. Three objectives were planned to
explore their answers from the respondent. The first objective was to assess the emotional
intelligence of Elementary school teachers teaching at elementary level, second was to identify
the relationship between emotional intelligence of elementary school teachers and their
teaching styles, and the third objective was to find out difference between male and female
teachers regarding teaching styles used at elementary level. It was descriptive study by nature
and survey approach used to conduct the study. A researcher designed questionnaire
comprising of twenty items about emotional intelligence and twenty one items about teaching
styles total forty one close ended and one open ended question was used for data collection
from the respondents. Reliability of teachers’ questionnaires was (.869).The study population
was included all the teachers of elementary schools located in Faisalabad District. A sample of
300 elementary teachers was selected through multi stage random sampling technique.
Percentage, frequency, mean, and standard deviation (SD), correlation and t-test were
calculated using statistical package for social sciences SPSS to discover the level of teachers’
emotional intelligence and its relationship with teaching styles. The study resulted that majority
of the elementary teachers had high level of emotional intelligence. During comparison of
emotional intelligence of male and female teachers no significant difference appeared. But a
significant difference noted between male and female teachers about their teaching style.
Additionally, result exposed that there is no significant relationship present between emotional
intelligence and teaching style.

Key Words: Emotional Intelligence, Teaching Styles, Emotional Quotient, Intelligence

Quotient, Emotional self awareness.

vii
 ‫ما حصل‬
‫سیکھنے کا بنیادی مقصد "ابتدائی سکول اساتذہ اور تدریس کے جذباتی مہارت کے‬
‫درمیان تعلق" کا تعین کرنا تھا‪ .‬تین مقاصد منصوبہ طےکئے گئے تھے تاکہ ان کے‬
‫جوابات کو جواب دہندہ سے تالش کریں‪ .‬پہال مقصد ابتدائی سطح پر تعلیم کے ابتدائی‬
‫اسکول کے اساتذہ کی جذباتی مہارت کا جائزہ لینے کے لئے تھا‪ ،‬دوسرا ابتدائی اسکول‬
‫کے اساتذہ اور ان کی تدریسی طریقونکے جذباتی انٹیلی جنس کے درمیان تعلق کی‬
‫نشاندہی کرنا تھا‪ ،‬اور تیسرا مقصد ابتداء سطح پر استعمال ہونے والے تدریسی طریقوں‬
‫کے بارے میں مرد اور خواتین کے اساتذہ کے درمیان فرق تالش کرنا تھا‪ .‬یہ فطرت کی‬
‫طرف سے وضاحتی مطالعہ تھا اور مطالعہ کرنے کے لئے استعمال ہونے والے طریقہ‬
‫سروے تھا‪ .‬ایک تحقیقی طرز کا سوالنامہ جس میں جذباتی انٹیلی جنس کے بارے میں‬
‫بیس سوال اور تدریسی طریقوں کے بارے میں اکیس سوال مشتمل تھے‪ ،‬ٹوٹل اکیالیس‬
‫سواالت تھے اور ایک کھلے اختتامی سوال کا جواب دہندگان سے ڈیٹا جمع کرنے کے‬
‫لئے استعمال کیا گیا تھا‪ .‬اساتذہ کے سواالت کی استحکام (‪ )869.‬تھی‪.‬اس مطالعہ میں‬
‫ضلع فیصل آباد میں موجود ابتدائی اسکولوں کے تمام اساتذہ میں شامل تھے‪ 300 .‬ابتدائی‬
‫اساتذہ کا ایک نمونہ کثیر مرحلےمیں ترتیبی نمونے کی تکنیک کے ذریعہ منتخب کیا گیا‬
‫تھا‪ .‬اساتذہ کے جذباتی انٹیلی جنس اور سطح کے تدریس کے ساتھ اس کے تعلقات کی‬
‫سطح کو دریافت کرنے کے لئے فی صد‪ ،‬فریکوئینسی‪ ،‬مطلب‪ ،‬اور معیاری انحراف (ایس‬
‫ڈی)‪ ،‬رابطے اور ٹی ٹیسٹ سماجی سائنس ایس پی ایس ایس کے لئے اعداد و شمار پیکج‬
‫کا استعمال کرتے ہوئے شمار کیا گیا تھا‪ .‬اس مطالعہ کا نتیجہ یہ تھا کہ اساتذہ میں زیادہ‬
‫تر جذباتی انٹیلی جنس کی اکثریت تھی‪ .‬مرد اور خاتون اساتذہ کے جذباتی انٹیلی جنس‬
‫کے مقابلے میں کوئی فرق نہیں تھا‪ .‬لیکن مرد اور عورت کے اساتذہ کے درمیان ان کی‬
‫تدریس اند از کے بارے میں ایک اہم فرق آیا‪ .‬اس کے عالوہ‪ ،‬نتیجہ ظاہر ہوا ہے کہ‬
‫جذباتی انٹیلی جنس اور درس تدریس کے درمیان کوئی اہم تعلق موجود نہیں ہے‪.‬‬

‫‪viii‬‬