Volume: I, Issue: I, July - December 2010
STUDY OF TEACHER EFFECTIVENESS AND OCCUPATIONAL STRESS IN RELATION TO EMOTIONAL INTELLIGENCE AMONG TEACHERS AT SECONDARY STAGE
Education is the ability to meet life's situation, it is a character building process, enhancing one's personality and making him/her rational, capable, responsive and intelligent. Twenty first century is characterized by the emergence of multiculturalism due to industrialization, urbanization, globalization and disintegration in the family system. It is described as the century of stress and strain. Since, education is viewed as an instrument to develop the cognitive qualities, tolerance and understanding of people, it should prepare the younger generation to understand and face the realities of globalization. In this context, the schools and the teachers have more responsibilities in moulding the character of the students. Thus, the role of the teacher in the society is vital for its improvement.
Professionalism demands teachers to be innovative in their attitudes, flexible in their approach, always refreshing themselves with day-to-day developments in their respective subject area. At the same time, they should be capable of recognizing the value of human potentials, understanding the diverse needs of learners and enrich the environment for their growth. In essence, the dream of learning society in this information age becomes real only when the teachers are able to collaborate with each other to accomplish the task, and, towards this end, their ability to communicate effectively becomes more critical than their technical skills and capabilities.
In the lives of the individuals, most of the problems, especially, occupational in nature are the result of misinterpretation of the involved sentiments, feelings and emotions of the concerned individuals, groups, society and nations. A teacher has to face innumerable challenges and play different roles in his/her institution. He/she not only plan lessons but also organize activities, maintain necessary records, make purchases, administer time-table, oral and aural teaching aids, adopt new techniques of communication and motivate the students by words and deeds. Thus, teacher is expected to possess a multifaceted personality. Under these circumstances, it is but natural that teachers will remain under stress which is sure to affect their effectiveness while teaching.
In the last decade or so, science has discovered a tremendous amount about the role emotions play in our lives. In the words of Goleman [1998: 287] “from the perspective of work, feelings matter to the extent that they facilitate or interfere with the shared goal”. Mathews, Zeidnar and Robberts  reported that it requires competency to identify and express emotions, understand emotions, assimilate emotions into thought and regulate both positive and negative emotions in the self and others. Robert  conceptualized that emotional intelligence is an array of emotional and social knowledge and, abilities that influence all our capabilities to effectively cope with the environmental demand.
Although, the construct of Emotional Intelligence [EI] is relatively new, it has enjoyed unprecedented attention from scholars and corporate experts. The credit for its increasing importance in the organizational behavior theories goes to Goleman  through his work on Emotional Intellig