ANALYZING THE RELATIONSHIP BETWEEN SPIRITUAL AND EMOTIONAL INTELLIGENCE IN SECONDARY SCHOOL TEACHERS AND HOW IT AFFECTS EFFECTIVENESS
PARAMITA GHOSH
EDUCATION
Janurary 2024
This research uses a normative survey to examine how independent factors affect secondary school teachers' performance. The review looks at how orientation, region, kind of school, otherworldly knowledge, and the ability to understand people on a profound level influence educator viability in 400 optional teachers from private and government schools in 28 Indian urban communities. Data is collected using stratified random sample and standardized measures including the Spiritual Intelligence Scale (SIS-DD), Emotional Intelligence Scale (EIS-HPD), and Teacher Effectiveness Scale (TES) for Secondary Teachers. The study shows that secondary school teachers have strong emotional and spiritual intelligence (mean score: 143.2 out of 175), which boosts their effectiveness (mean score: 302.7 out of 345). Gender does not affect emotional intelligence, but school location and kind do. Rural and government school teachers are more emotionally intelligent than urban and private school teachers. These results underline the relevance of contextual elements in measuring teacher effectiveness and recommend focused interventions to improve educators' abilities and efficacy.
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