Emotional Intelligence Of Special School Teachers

Abstract

Emotional intelligence plays a significant role in determining the professional effectiveness and well-being of teachers, especially those working in special education settings. Special school teachers face unique emotional challenges while addressing the diverse cognitive, behavioral, and emotional needs of children with disabilities. The present study aims to examine the level of emotional intelligence among special school teachers and to analyze differences based on gender, locality, teaching experience, and age. The study adopted a survey method. The population comprised special school teachers working in Tamil Nadu, and a sample of 500 teachers was selected through random sampling. The Emotional Intelligence Scale developed by the investigator and guide was used to collect data. The scale measured five dimensions of emotional intelligence, namely self-perception, self-regulation, self-drive, empathy, and social motive. Statistical techniques such as percentage analysis, t-test, F-test, and chi-square test were employed to analyze the data. The findings revealed that the majority of special school teachers possessed a moderate level of emotional intelligence and its dimensions. Significant differences were found between male and female special school teachers, with female teachers showing higher levels of emotional intelligence across all dimensions. No significant differences were observed between rural and urban special school teachers. A significant difference was found among teachers with different levels of teaching experience, indicating that teachers with more than ten years of experience demonstrated higher emotional intelligence than those with lesser experience. However, no significant association was found between age and emotional intelligence. The findings highlight the importance of emotional intelligence as a vital psychological resource for special school teachers. The study emphasizes the need for structured emotional intelligence training programmes, mentoring support, and professional development initiatives to enhance teachers’ emotional competencies. Strengthening emotional intelligence among special school teachers can contribute to improved classroom climate, effective management of emotional challenges, enhanced teacher well-being, and better educational outcomes for students with special needs.