Teachers’ Perception of Social-Emotional Intelligence in Public Sectors Secondary Schools of Punjab (Pakistan)
Abstract
For the development of teachers’ social-emotional intelligence plays an important role to impart knowledge and worked as the professional tool in public secondary schools Punjab. The recent research focus on the teachers’ perception of social-emotional intelligence of 237 teachers, 119 male 118 females in 44 public sectors secondary schools with area of study like science, arts, computer and Arabic. Stratified random sampling was used to collect the responses. Self-developed questionnaire was used to collect the response of secondary school teachers. The Cronbach’s alpha 0.87 indicate the fit reliability index with positive inter-item correlation. SA=0.76, SC=0.61, SE=0.72, SM=0.84, EMP=0.58, SESKL=0.67 and RDMK= 0.72. The mean value (4.34) of teachers’ perception indicated the high level of (SEI) and the significant (p≤0.03) mean difference between the trained (4.41) and untrained (4.24) teachers analyzed by t-test specified that trained teachers have more (SEI) than untrained. The univariate ANOVA post-Hoc test (SEI) of Arabic female teachers was significantly high as compared to Arts, Sciences and Computer subject, while the computer male teachers’ (SEI) was higher than Sciences and Arts in the area of study. Moreover, science female teachers have high (SEI) than science male and arts teachers. The arts female teachers have high perception than male arts and computer female teachers. Thus, research study concluded that the teacher's (SEI) of Arabic female and computer male teachers were higher than the male and female teachers of arts and sciences.
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