In the name of Allah, the Most Gracious, the Most

RELATIONSHIP BETWEEN TEACHERS’ EMOTIONAL INTELLIGENCE AND

JOB PERFORMANCE AT THE PRIMARY LEVEL

by
Kauser Khursheed

Supervisor: Dr. Muhammad Akram

Malik

Department of Education

Institute of Southern Punjab, Multan, Punjab

Pakistan.
Contents
 Objective of Research
 Introduction
 Statement of problems
 Research Hypotheses
 Significance of Study
 Delimitations
 Methodology
 Results and Discussion
 Conclusion
 Guidelines for Future
 Task of Research
Following are some of the study's stated aims for conducting the research:
 To assess the emotional intelligence and performance of primary school
educators.
 Examine the relationship between teachers' emotional intelligence and student
outcomes in elementary schools.
 The purpose of this study is to compare male and female teachers in primary
schools for both emotional intelligence and classroom performance.
 The goal of this study is to assess the level of emotional intelligence and
professional effectiveness among elementary school teachers in both urban and
rural areas.
 Introduction:

What is Emotional intelligence?

 EI is “an array of non-cognitive capabilities, competencies, and skills that influence one’s
ability to succeed in coping with environmental demands & pressures "Bar-On (1997).
 EI is the ability to identify, assess & control the emotions of oneself, others, & groups so as to
handle oneself & others more effectively.
 A teacher's capacity to reflect on their own and their students' emotional experiences and to
use that knowledge to guide instruction in a way that is productive and helpful.
 The yearly board test is a good indicator of both teachers' and students' success in the
classroom.
 Teacher candidates with a Master's degree and either a Master of Arts or a Master of Science
in Teaching or a Science degree in Biology or Biology Teaching ([Link]. B. Ed), and
appointments to teach Study primary in Primary schools at Basic Pay Scale 16 per the
Education Department's Service Rules for the Government of Punjab.
 Public primary schools refer to those in Punjab that get funding and management from the provincial
government. These institutions must adhere to the government's established policies, plans, rules, and
regulations.

In Pakistan, there has never been a statewide examination of this kind in the classroom. Given the possible
impact of these findings, it was determined to pursue this research.

 The researcher targeted primary school educators specifically since they were the subject of this
investigation. In the next part, we give a more in-depth analysis of the research issue statement .

Statement of the Problem

 Teachers' emotional intelligence (EI) is a crucial element since it determines how well they can foster a
productive academic atmosphere (Reyes & Salovey, 2011).

 Moafian (2010) makes a compelling case for further study on the links between educators' emotional
intelligence (EI) and their students' academic success.
To fill the gap between older and more modern studies on the issue, this investigation set out to investigate "The Relation
among emotional maturity and effectiveness of ECE school instructors."

Research Hypotheses
For the thesis, the following hypotheses are developed:

H1. Primary school teachers' emotional intelligence and their students' achievement are strongly correlated.

H2. Primary school teachers, both male, and female have different levels of emotional intelligence.

H3. When comparing male and female elementary school teachers, there is little to no difference in terms of
emotional intelligence or effectiveness.

H4. Both urban & rural primary school teachers have similar levels of emotional intelligence, and there is no
significant variation in their performance.

H5: Primary school teachers' emotional intelligence and student outcomes are not significantly different in the
sciences and the arts.
Significance of Study

 The findings of this study have consequences for school administration, educational policymakers,
and governments at all levels, as it will provide light on the effects that teachers' emotional
competency has on the classroom atmosphere and student achievement.

 it is possible to create a curriculum that would jumpstart children's academic growth, it is ultimately
the instructors' EI that will determine how well those pupils will be able to meet their learning goals.

 The research may also be used to design training programs that teach participants how to
recognize and control their own and other people's emotional responses.
 Delimitations
 The data was collected from ECE teachers of district Lodhran for interpretation of
the emotional intelligence of primary teachers and their job performance.
 Primary school teachers in the Multan division, both male and female, working in
public-sector Primary schools in both rural and urban regions, were the only
participants in the research.
 The teacher’s academic performance was evaluated by counting the number of
students who passed each course of the 4th and 5th grade in the 2020-2021
Annual Examination.
 Approach to Research
 Teachers' emotional intelligence was measured using the "Trait
Emotional Competence Survey Form" (TEI Que-SF), while their
efficacy in the classroom was gauged by students' test results.
 This was accomplished by using information collected from kids'
fourth and fifth grade report cards.
 This study is more descriptive than prescriptive since its data
originated from a survey.
 The study was also co-relational since it sought to establish a link
between two independent variables (emotional intelligence in ECE
settings, variable 1) and teacher effectiveness in the classroom,
variable 2). (variable 2). It's a variable (number 2)
 Population
 The population consisted of public school teachers (PST/EST) from both urban and rural public schools in
Lodhran. Kahror Pakka, Dunia Pur, and Lodhran make up the district of Lodhran.

 A total of 240 primary school teachers were used by the primary schools in a single district in Punjab, as
reported by the Program Implementation and Monitoring Unit (PMIU) ( 2022). There were both male and
female primary ESE educators included here, from both suburban and inner-city public primary schools.
Sample of the Study
 Conducting survey research, it is common practice to collect information from a subset of the population that
is statistically & demographically representative of the whole (Cohen, Manion & Morrison, 2007).
 The sample size was determined by using the Probability Proportionate to Size criteria to ensure that the
study's goals would be met (PPS).
 There have been 32 ESE teachers in tehsil Kahror pakka, and all of them were included in the sample.
 There have been 116 ESE teachers in tehsil Lodhran, and all 116 were included in the sample.
 There have been 92 ESE teachers in tehsil Dunia Pur, and all of them were included in the sample.
 Data Analysis
Statistics such as frequency lists, means scores, standard deviations, Pearson correlation coefficients, and t-tests
were graphically represented. The data was collected and analyses using SPSS version 26.

Demographic analysis

The results of the table exposed the descriptive information of demographic variables on the basis of gender, age, academic
qualification, job experience, area and job scale. The interpretation of demographic variables is given following.

Gender:

Age

Academic qualification:

Teaching Experience

Institute level:

Location:
Gender
Male 119 49.6
Female 121 50.4
Age of respondents
19-24 years 8 3.3
25-35 years 151 62.9
More than 35 years 81 33.8
Academic qualification
Graduation 42 17.5
Master 174 72.5
Other 24 10.0
Teaching Experience
0-5 years 48 20.0
6-10 years 137 57.1
11-15 years 37 15.4
More than 15 years 18 7.5
Job Scale
Arts 116 48.3
Science 124 51.7
Institute level
Private 11 4.6
Public 229 95.4
Location
4.3: Descriptive statistics (frequency of variables)
 4.4: Descriptive statistics of relationship of variables

Table 4.4: Analysis of the Pearson association between an

Table 4.3: Means and Standard Deviations of Primary elementary school teacher's effectiveness and emotional
school Teachers' Emotional Intelligence Factors intelligence (N=240)
4.4: Descriptive statistics of relationship of variables

Table 4.5: “Relationship between Performance and Table 4.6: “Emotional intelligence and performance
Emotional Intelligence in Male Teachers (n=119)”
among female teachers (n=121)”
 4.4: Descriptive statistics of relationship of variables

Table No 4.7: “Relationship between the Emotional

Table 4.8: “Relationship between the Emotional
Intelligence and Performance of Rural Teachers
Intelligence and Performance of Urban Teachers
(n=125)
(n=115)”
 4.5: Descriptive statistics of difference between variables

Table 4.10:” The results of a study comparing teachers'

Table 4.9: “Emotional intelligence and performance of emotional intelligence with performance in suburban and
male and female teachers are compared” urban schools are presented.
 4.5: Descriptive statistics of difference between
variables

4.11: “Comparison of the emotional intelligence and Table 4.12: “Emotional intelligence and
performance of rural female science teachers with performance of teachers in rural and urban
rural female arts teachers arts are compared.
 4.5: Descriptive statistics of difference between
variables

Table 4.13: “Emotional Intelligence and Performance Table 4.14: “Emotional Intelligence and
of Rural Male Science and Rural Male Arts Performance of Urban Male Science and Urban
Teachers” Male Arts Teachers
 4.5: Descriptive statistics of difference between
variables

Table 4.15: “Emotional intelligence and performance Table 4.16: “Emotional intelligence and
of urban female science teachers and urban female performance of rural male and rural female
artists are compared.” science teachers are compared
 4.5: Descriptive statistics of difference between
variables

Table 4.17: “Comparison of the emotional Table 4.18: “Emotional intelligence and
intelligence and performance of rural male and performance of urban male and urban female
science teachers were compared”
rural female art teachers
4.5: Descriptive statistics of difference between
variables

Table 4.19: Emotional intelligence and performance of urban male arts teachers
compared to urban female arts teachers
 5.2 Findings
The following conclusions were drawn from the analyses data.
 Information presented in the table (4.1) revealed the demographic information of variables. According to
statistical results one hundred and nineteen (49.6%) participant were males and one hundred and twenty one
(51.4%) participant were females out of total number of respondent (N=240).
 The results of table (4.1) exposed that eight (3.3%) respondent were 9-24 years old, one hundred and fifty
one (62.9%) respondent were 25-35 years old while eighty one (33.8%) respondent were above than 35
years.
 Two (17.5%) respondents indicated having graduation degree. One hundred and seventy four (72.5%) had a
master degree, while twenty four (10%) had other degree. It was concluded that majority of the respondent
had master’s degree. Table (4.1)
 Two hundred and forty respondents answered the question regarding location. One hundred and twenty five
(52.1%) belongs to Rural areas and one hundred and fifteen (47.9%) belongs to urban areas. It was
concluded that majority of respondent were belongs to rural areas. See table (4.1)
 The results of table (4.2) exposed the statistical results of the questionnaire of teachers in the form of
frequency and percentage. According to the results, 323 (34%) of respondents disagreed while 627 (66%)
agreed of “Self confidence”. The statistical results concluded that majority of respondent were agreed with
 5.2 Findings
 According to the results, 635 teachers (67%) agreed, while 315 teachers (33%) disagreed.. The statistical
results concluded that majority of respondent were agreed with factor “Well being”. See table (4.2)
 It was concluded that 676 (71%) teachers were agreed while 274 (29%) teachers were disagreed. The
statistical results concluded that majority of respondent were agreed with factor “Sociability”. See table
(4.2)
 In table (4.3), it can be seen that the Global characteristics component had the greatest standard deviation
(M=15.66, SD=3.54), while the "Self-Control" element of emotional intelligence had the lowest (M=10.99,
SD=2.57).
 Table (4.4) shows the correlation between the emotional maturity of primary school teachers and their
effectiveness. Pearson's correlation coefficient elucidated the connection between the variables. Well-being
(r=.161, p0.01), emotions (r=.130, p0.01), sociability (r=.200, p0.01), global qualities (r=.182, p0.01), and
self-control (r=.156, p0.01) were shown to have a positive, weak, and significant association (0-0.3). The
results showed a favorable and statistically significant correlation between instructors' EQ and their
effectiveness in the classroom.
 Table (4.5) displays the correlation between male instructors' emotional intelligence and their students'
achievement in elementary school. The Pearson correlation highlighted the bond between the variables.
There is a positive and weak correlation between "Socialism," "Universal Personality," and "Self-
Regulation," respectively (r =.068, p 0.01). As a result, research seems that there is a significant positive
correlation between male instructors' IQ and their ability to impart knowledge to their students.
 5.2 Findings
 Female instructors' emotional intelligence was linked to their efficacy in the classroom, as shown in Table
(4.6). The Pearson correlation shed light on the connection between the variables. Positive and significant
relationships were found between the traits "social" (r =.173, p 0.01), "universal personality" (r =.260, p 0.01),
and "self-control" (r =.272, p 0.01). The reason why all factors have r values is because (0-0.3). The correlation
between a woman's emotional intelligence and her effectiveness as a teacher was assessed to be.358 (p 0.01).
 The results in Table (4.7) showed the relationship between the intelligence of rural teachers and the
effectiveness of teachers in primary schools. The relationship between the variables was explained by the
Pearson correlation coefficient. “Socialism” (r = .3.15, p < 0.01), “universal personality” (r = .271, p < 0.01)
and “self-control” (r = .272, p < 0.01) are all good and significant. The relationship between the factors has a
value of 'r' in the range (0-0.3).
 Effect size (d), health dimension (d 0.2), emotions (d 0.2), community (d 0.2), and personality (t = -.42, p >
0.05) were analyses using a t-test. World (d 0.2), EQ, and pedagogical proficiency (all d 0.2). had no
discernible effect on whether male or female students performed better. those who teach Due to the lack of
statistically significant difference in IQ and performance between male and female instructors, we may
conclude that our null hypothesis that "there is a substantial difference in the skills of male and female
teachers" is false. Take a look at the table (4.9)
 5.2 Findings
 Table 4.10 presents the statistical findings of a comparison between rural and urban educators with respect to their IQ and
knowledge base. No significant difference was found between the rural and urban instructors in terms of "correct" (t = 1, p
> 0.05), "emotional," (t = 1, p > 0.05), "social," (t = -.76, p > 0.05), "global," (t = -.13, p > 0.05), and "self-control"
abilities (t = -.95, p > 0.05).

 Table (4.11) provides data that statistically compares the IQ and student outcomes of rural arts instructors to those of rural
science teachers. There was no significant difference between female scientists and rural areas on measures of emotional
intelligence, including "health" (t = 1.45, p > 0.05), "emotional" (t = 1.38, p > 0.05), "social" (t =.66, p > 0.05), "global
character." (t = 1.20, p > 0.05), and "self-control" (t = -0.14, p > 0.05).

 In the story (4.12), the effect size (d) and the effect size of “health” were also calculated, “emotion” being the global
characteristic (d < 0.2). On the other hand, the effect size of 'social communication', 'emotional intelligence' and 'teacher
effectiveness' being d > 0.2 indicates that the intelligence and effectiveness of art teachers in rural and urban areas are
highly variable.
 In the story (4.13), the effect size (d) was also calculated and the effect size of all factors d was < 0.2, and it was found
that the emotional intelligence and achievements of rural male teachers in science and art were not different. .
 5.2 Findings
 In story 24 (4.14) the effect size (d) was also calculated, and the effect size for all factors d was <0.2, indicating that the
achievements of emotional intelligence p, urban science and urban art teachers are not the same.

 Other impact sizes, including "health," "health," "universal personality," and "emotional capability" (d 0.2), are also
computed in the narrative (4.15).

 Measures of health (d 0.2), emotions (d 0.2), community (d 0.2), and global personality (d 0.2) were also determined in the
narrative (4.16). Teachers' results in the classroom showed no statistically significant differences between urban and rural
educators in terms of scientific education (d = 0.2). A high degree of "emotional competence" (d > 0.2).
 The results of Table (4.17) showed a statistical comparison between emotional intelligence and the performance of male and
female rural art teachers. The results showed that emotional intelligence included “health” (t = -1.7, p0.05), “emotional”
(t = -2.0, p0.05), “social” (t = -.90, p0.05),” Global personality “.” (t = -2.4, p0.05) and “self-control” (t = -2.0, p0.05) had a
significant difference between rural men’s art and rural women’s art.
 In the story (4.18), the effect size (d) was also calculated, and the effect size (d < 0.2) for all factors revealed the intelligence
and performance of urban science teachers and urban science parameters. There was not much difference.
 Conclusions
 Based on the data, it was determined that women make up 50.4% of the sample population of primary school
educators. Subject-wise, there were more science instructors than art teachers (52.3% vs. 51.7%). The ratio of
instructors to students in rural primary schools has been shown to be higher than in urban schools.
 At other words, 52.1% of the overall sample is comprised of educators in elementary schools located in rural
areas. The percentage of instructors in the 25-35 age range was calculated to be 62.9%, making this age range
the one with the highest concentration of educators.
 The results showed that 72.5% of teachers have a master's degree. This means that teachers with less than ten
years of experience make up 57.1% of the total sample. It was determined that experienced teachers, teachers
with less than ten years of experience make up 57.1% of the total sample.
 The overall value of emotional intelligence is 65.45 and 12.42 (Mean = 65.45, SD = 12.42), whereas the factor
value is 14.82 and the standard deviation is 3.22.
 The results showed that the performance of primary school teachers and their emotional intelligence are
statistically significantly correlated. The results indicated that emotional intelligence has a positive link on
male teacher performance statistics, which suggests that an increase in intelligence level increases the
performance of Primary school teachers at the Primary level.
 Following is a comparison of primary school teachers based on gender, job description, geography, and marital
status. It was determined that there are no appreciable differences in the emotionality and competency of rural
and urban instructors. It was determined that there was no statistically significant difference in the intellect of
rural and urban instructors, and that urban teachers outperformed rural teachers
 It was agreed that there is a considerable gap in the intelligence and talents of male and female art teachers in
rural regions, and that this discrepancy between male and female art teachers in rural areas is significant.
 Additionally, it was shown that there is no discernible difference between urban and non-urban science
instructors in terms of emotional intelligence or performance.
 Guidelines for the Future
 Observation, case studies, and interviews are all great methods for gathering information for qualitative research
models. Qualitative studies may provide novel insights on intelligence and help us better understand emotional
intelligence.

 Since the concept of intelligence is still new in underdeveloped countries like ours, many programmers,
seminars, workshops and conferences should be organized for information and participation. Intelligence in the
county, department and province.

 In order to better understand emotional intelligence, a series of technical and district-level training programs
should be organized especially for teachers working in rural areas as well as for female teachers. In this way, the
skills of the teacher can be developed through intelligence.

 Governments, policymakers, and curriculum designers should take intelligence into account so that both students
and educators may get the most out of the educational experience.

 To have a good national strategy, comparable research has to be done in other governorates to account for
geographical and cultural variances
 Special thanks to Dr. Muhammad Akram Malik
for their help and support regarding my
research work.

Moreover, I highly thanks my parents, sister and

brothers for their kind support and effort.