School of Education
ABHILASHI UNIVERSITY
(A University estd. under State Act & ‘B+’ACCREDITED by NAAC)
Chailchowk, Tehsil Chachyot, Distt. Mandi (H.P.)
website: www.abhilashiuniversity.ac.in
CERTIFICATE OF SUPERVISOR
This is to certify that, thesis entitled “EMOTIONAL INTELLIGENCE OF
TEACHER TRAINEES IN RELATION TO SELF-EFFICACY, ADJUSTMENT AND
CERTAIN DEMOGRAPHIC VARIABLES” submitted to Abhilashi University,
Chailchowk, Mandi, Himachal Pradesh, in fulfillment of the requirements for the award
of degree for Doctor of Philosophy (Education) in the Faculty of Education, Basic
Sciences and Humanities, is the original research work carried out by Mrs. Bandana
(Regn. No. 19RSEPHE003) under my supervision and has not been submitted in part or
full for any degree or fellowship of this or any other University. The research work is also
being satisfactory in respect of its literary presentation.
It is further certified that the scholar fulfills all the requirements as laid down by
the University for the purpose of submission of Ph.D. thesis.
Dr. Reena [Ph.D.],
Assistant Professor (Education),
School of Education,
Abhilashi University, Mandi (H.P.)
Date: July,2024.
ii | P a g e
DECLARATION
I, Bandana, Research Scholar, School of Education, having Regn. No.
19RSEPHE003, declare that this thesis entitled “EMOTIONAL INTELLIGENCE OF
TEACHER TRAINEES IN RELATION TO SELF-EFFICACY, ADJUSTMENT AND
CERTAIN DEMOGRAPHIC VARIABLES” has been prepared by me under supervision
of Dr. Reena, Assistant Professor, School of Education, Abhilashi University.
Further, this thesis has not been submitted in part or full in any other University or
Institute for the award of any degree.
Bandana
(Reg. No. 19RSEPHE003)
School of Education,
Abhilashi University
Chailchowk, Mandi (H.P.) –175045
Date: July, 2024
iii | P a g e
Dedicated
to
the Loving Memory
of
My Late Parents
Smt. Devindri
&
Sh. Yash Paul
Acknowledgment
At the very beginning I must seek the blessings of the almighty god and thank
the School of Education, Abhilashi University, Chailchowk, Mandi H.P. for allowing
me to work on this topic. Research is a combined effort of many people the researcher,
supervisor and many more. I am blessed to receive countless blessings showered on me by
my parents, family members, teachers and all my friends & well-wishers who have
helped me to complete my research. I would like to convey my gratitude to all those who
contributed directly or indirectly in completion of this research successfully. I must
specially mention of some of the people and acknowledge my sincere indebtedness to
them.
I convey sincere thanks to my supervisor Dr. Reena, Assistant Professor, School
of Education, Abhilashi University, Chailchowk, Mandi H.P. for being equally
involved with me in this research throughout and sparing time from her busy schedule in
university and home. Her knowledge has provided me much needed help in the successful
completion of my research, writing and checking the manuscript and bring it to this
presentable format.
I would like to express my sincere thanks to Prof. Harjeet Singh Banyal, Vice-
Chancellor, Abhilashi University and Dr. Promila, Dean, Faculty of Education, Basic
Science and Humanities, for allowing me to work on my research.
I would like to express my sincere thanks to my colleagues Dr. Suman Negi, Dr.
Ankita Chaudhary, Dr. Jyoti Sondhi and other teaching & non-teaching staff of
Abhilashi University for their support.
Words are an inadequate to express my deep sense of gratitude to my friends and
colleagues working in various Private and Govt. Educational Institutions in Himachal
Pradesh who helped me in collecting the data for my current research. I am also
iv | P a g e
thankful to the trainee teachers of different D. El. Ed. institutes who contributed the
most by responding to the survey questionnaire used for my research.
I would also thank my siblings Madhu, Yashu and Rakesh and my brother-in-
law Neeraj & sister-in-law Shalini for their wishes for my work. Last but not least I
am very thankful to my life partner Dr. Kapil Kapoor and loving daughter Dr. Rhythm
Kapoor for providing me consistent and continuous encouragement and support for the
completion of this endeavor of mine especially during the stressful time during the
research.
I dedicate this research work to the memory of my loving late parents Sh. Yash
Pal - Smt. Devindri and late parents in laws Sh. Surandar Pal - Smt. Ramesh, without
whose blessings I would have not been able to complete this work.
Bandana
v|Page
Table of Contents
S. No. Description Page No.
1 CHAPTER I 1
1 Introduction 1
1.1 Teacher Education 2
1.1.1 Importance of Teacher Education 2
1.1.2 Teacher Education in India Since the Independence i.e., 3
After 1947
1.1.3 Teacher Education at Elementary Level 6
1.1.4 Teacher Education In Himachal Pradesh 6
1.2 Present Status of Pre-Service Teacher Education In Himachal 7
Pradesh
1.3 Emotional Intelligence 8
1.3.1 Characteristics of Emotional Intelligence 10
1.3.2 Aspects/Domains of Emotional Intelligence 15
1.4 Self-Efficacy 17
1.4.1 Characteristics of Self-Efficacy as A Trait 19
1.4.2 Characteristics of Self-Efficacious People 20
1.4.3 Components of Self-Efficacy: 20
1.4.4 Theories of Self-Efficacy 21
1.4.5 Sources of Self-Efficacy 22
1.4.6 Dimensions of Self-Efficacy 24
1.4.7 Importance of Self-Efficacy 25
1.4.8 Teacher Self-Efficacy 25
1.4.9 Importance of Teacher’s Self-Efficacy 26
1.4.10 Factors Affecting Teacher Self-Efficacy 28
1.5 Adjustment 30
1.5.1 Meaning, Concept and Definitions of Adjustment 31
1.5.2 Adjustment Process 34
1.5.3 Forms of Adjustment 35
1.5.4 Factors Affecting Adjustment 37
1.5.5 General Problems of Adjustment 38
1.5.6 Criteria of Good Adjustment 40
1.5.7 Conclusion 40
vi | P a g e
S. No. Description Page No.
1.6 Emergence of the Research Problem and Its Significance 41
1.7 Statement of The Problem 45
1.8 Objectives of The Study 45
1.9 Delimitations of The Study 46
1.10 Operational Definition of The Terms Used 46
2 CHAPTER II 48
2 Review Of Literature 48
2.1 Research Studies Related to Emotional Intelligence 49
2.2 Research Studies Related to Self-Efficacy 62
2.3 Research Studies Related to Adjustment 71
2.4 An Overview 79
2.5 Hypotheses of The Study 82
3 CHAPTER III 84
3 Methodology of the Study 84
3.1 Research Method Used 85
3.2 Research Approach Followed 86
I. Qualitative Approach
II. Quantitative Approach
3.3 Variables of the Study 87
3.4 Population and Sampling 89
3.5 Research Tools Used 92
3.5.1 Emotional Intelligence Inventory by Dr. S.K. Mangal & 92
Shubhra Mangal (2015)
3.5.2 Self-Efficacy Scale by Dr. G.P. Mathur & Dr. Raj Kumari 97
Bhatnagar (2012)
3.5.3 Adjustment Inventory by Prof. A.K.P. Sinha & Prof. R.P. 100
Singh (2021)
3.6 Data Collection Procedure 105
3.7 Scoring Procedure 105
3.8 Data Organisation and Tabulation 106
3.9 Statistical Designs Used 106
3.10 Statistical Techniques Used 112
vii | P a g e
S. No. Description Page No.
4 CHAPTER IV 114
4 Analysis And Interpretation of Data 114
4.1 Assumption of Randomness 114
4.2 Assumption of Normality 115
4.2.1 Emotional Intelligence Level of Teacher Trainees 115
4.2.2 Self-Efficacy Level of The Teacher Trainees 117
4.2.3 Adjustment Level of Teacher Trainees 120
4.3 Assumption of Homogeneity of Variance 123
4.4 Emotional Intelligence of Teacher Trainees with Respect to 124
Gender and Self-Efficacy
4.4.1 Main Effects 125
(A) Gender (A) 125
(B) Self-Efficacy (B) 126
4.4.2 Interactional Effect (A X B) 128
4.5 Emotional Intelligence of Teacher Trainees with Respect to 129
Locality and Self-Efficacy
4.5.1 Main Effects 130
(A) Locality (A) 130
(B) Self-Efficacy (B) 132
4.5.2 Interactional Effect (A X B) 132
4.6 Emotional Intelligence of Teacher Trainees with Respect to Type 132
of Institution and Self-Efficacy
4.6.1 Main Effects 134
(A) Type of Institutions (A) 134
(B) Self-Efficacy (B) 135
4.6.2 Interactional Effect (A X B) 136
4.7 Emotional Intelligence of Teacher Trainees with Respect to 136
Gender and Adjustment
4.7.1 Main Effects 138
(A) Gender (A) 138
(B) Adjustment (B) 138
4.7.2 Interactional Effect (A X B) 139
viii | P a g e
S. No. Description Page No.
4.8 Emotional Intelligence of Teacher Trainees with Respect to 140
Locality and Adjustment
4.8.1 Main Effects 141
(A) Locality (A) 141
(B) Adjustment (B) 142
4.8.2 Interactional Effect (A X B) 143
4.9 Emotional Intelligence of Teacher Trainees with Respect to Type 143
of Institution and Adjustment
4.9.1 Main Effects 145
(A) Type Of Institutions (A) 145
(B) Adjustment (B) 146
4.9.2 Interactional Effect (A X B) 146
4.10 Emotional Intelligence of Teacher Trainees with Respect to 147
Gender and Locality
4.10.1 Main Effects 148
(A) Gender (A) 148
(B) Locality (B) 149
4.10.2 Interactional Effect (A X B) 149
4.11 Emotional Intelligence of Teacher Trainees with Respect to 150
Gender and Type of Institution
4.11.1 Main Effects 151
(A) Gender (A) 151
(B) Type Of Institutions (B) 151
4.11.2 Interactional Effect (A X B) 152
4.12 Emotional Intelligence of Teacher Trainees with Respect to 153
Locality and Type of Institution
4.12.1 Main Effects 154
(A) Locality (A) 154
(B) Type of Institutions (B) 154
4.12.2 Interactional Effect (A X B) 155
4.13 Correlation Between Self-Efficacy and Emotional Intelligence 155
of Teacher Trainees
ix | P a g e
S. No. Description Page No.
4.14 Correlation Between Adjustment and Emotional Intelligence of 156
Teacher Trainees
5 CHAPTER V 158
5 Conclusions, Educational Implications and Suggestions for Further 158
Research
5.1 General Conclusions 158
5.2 Educational Implications 163
5.3 Suggestions for Further Research 166
6 CHAPTER VI 168
6 SUMMARY 168
7 REFERENCES 187
8 ANNEXURES
ANNEXURE-I Study Tools Used
ANNEXURE-II Publications
ANNEXURE-III Conferences
ANNEXURE-IV Plagiarism Certificate
x|Page
List of Figures
Fig. Page
Description
No. No.
1.1 Sources of self-efficacy 24
3.1 Main and Interactional Effects of Gender and Self-Efficacy 107
3.2 Main and Interactional Effects of Locality and Self-Efficacy 107
3.3 Main and Interactional Effects of Type of Institution and Self-Efficacy 108
3.4 Main and Interactional Effects of Gender and Adjustment 109
3.5 Main and Interactional Effects of Locality and Adjustment 109
3.6 Main and Interactional Effects of Type of Institution and Adjustment 110
3.7 Main and Interactional Effects of Gender and Locality 111
3.8 Main and Interactional Effects of Gender and Type of Institution 111
3.9 Main and Interactional Effects of Locality and Type of Institution 112
4.1 Pie-Chart Showing Percentage Distribution of Teacher Trainees according 116
to their Emotional Intelligence Level
4.2 Frequency Curve Showing Distribution of Emotional Intelligence Scores of 117
Teacher Trainees
4.3 Pie-Chart Showing Percentage Distribution of Teacher Trainees according 119
to their Self-Efficacy Level
4.4 Frequency Curve Showing Distribution of Self-Efficacy Scores of Teacher 120
Trainees
4.5 Pie-Chart Showing Percentage Distribution of Teacher Trainees according 121
to their Adjustment Level
4.6 Frequency Curve Showing Distribution of Adjustment Scores of Teacher 122
Trainees
4.7 Mean Emotional Intelligence Scores of Male and Female Teacher Trainees 126
4.8 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 128
Their Self-Efficacy
4.9 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 131
Their Locality
xi | P a g e
Fig. Page
Description
No. No.
4.10 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 135
Type of Institution
4.11 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 139
Different Level of Adjustment
4.12 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 142
Their Locality
4.13 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 145
Type of Institution
4.14 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 152
Type of Institution
xii | P a g e
List of Tables
Tab. Page
Description
No. No.
3.1 District-wise Number of Sampled Teacher Education Institutions 90
3.2 District-wise, Sampling Distribution of Teacher Education Institutions 91
3.3 Areas or Aspects of Emotional Intelligence Inventory 92
3.4 Sr. No.-wise Distribution of Statements into Positive/Negative Type 93
3.5 Area-wise Distribution of Statements 94
3.6 Reliability Coefficients 95
3.7 Scoring System 96
3.8 Norms for interpretation of the level of Emotional Intelligence for Male 96
group
3.9 Norms for Interpretation of the level of Emotional Intelligence for Female 97
group
3.10 98
3.11 Nature wise question numbers 99
3.12 Scoring Procedure: Award Scheme 100
3.13 Norms for interpretation of the level of Self Efficacy 100
3.14 Area-wise Type of Item Sr. Distribution 102
3.15 Reliability Coefficient of the Inventory 102
3.16 Correlation Matrix of the Three Areas 103
3.17 103
3.18 Three-point response system 104
3.19 Norms for interpretation of the level of adjustment 104
4.1 Frequency Distribution and Descriptive Statistics related to Emotional 115
Intelligence of Teacher Trainees
4.2 Frequency Distribution and Descriptive Statistics related to Self-Efficacy 118
Score of Teacher Trainees
4.3 Frequency Distribution and Descriptive Statistics related to 121
Adjustment Score of Teacher Trainees
xiii | P a g e
Tab. Page
Description
No. No.
4.4 Summary of Results of Levene’s test of Homogeneity of Variance on 123
Emotional Intelligence for Various Sub-Groups of Teacher Trainees
4.5 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 124
Gender and Level of Self-Efficacy
4.6 Results of Analysis of Variance for Emotional Intelligence Scores of 125
Teacher Trainees with Respect to Gender and Self-Efficacy
4.7 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 129
Locality and Level of Self- Efficacy
4.8 Results of Analysis of Variance for Emotional Intelligence Scores of 130
Teacher Trainees with Respect to Locality and Self-Efficacy
4.9 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 133
Type of Institutions and Level of Self- Efficacy
4.10 The Results of Analysis of Variance for Emotional Intelligence Scores of 134
Teacher Trainees with Respect to Type of Institution and Level Self-
Efficacy
4.11 Mean Emotional Intelligence Scores of Male and Female Teacher Trainees 137
with Respect to Gender and Level of Adjustment
4.12 Results of Analysis of Variance for Emotional Intelligence Scores of 137
Teacher Trainees with Respect to Gender and Adjustment
4.13 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 140
Locality and Level of Adjustment
4.14 Results of Analysis of Variance for Emotional Intelligence Scores of 141
Teacher Trainees with Respect to Locality and Adjustment
4.15 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 144
Type of Institution and Different Level of Adjustment
4.16 Results of Analysis of Variance for Emotional Intelligence Scores of 144
Teacher Trainees with Respect to Locality and Adjustment
4.17 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 147
Gender and Locality
4.18 The Results of Analysis of Variance for Emotional Intelligence Scores of 148
Teacher Trainees with Respect to Gender and Locality
xiv | P a g e
Tab. Page
Description
No. No.
4.19 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 150
Gender and Type of Institution
4.20 The Results of Analysis of Variance for Emotional Intelligence Scores of 151
Teacher Trainees with Respect to Gender and Type of Institution
4.21 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 153
Locality and Type of Institution
4.22 Mean Emotional Intelligence Scores of Teacher Trainees with Respect to 154
Locality and Type of Institution
4.23 Correlation Coefficient for Self-Efficacy and Emotional Intelligence 156
4.24 Correlation Coefficient for Adjustment and Emotional Intelligence 156
xv | P a g e
ACRONYMS
ADJ - ADJUSTMENT
AICS - ADJUSTMENT INVENTORY FOR COLLEGE STUDENTS
AISS - ADJUSTMENT INVENTORY FOR SCHOOL STUDENTS
ANOVA - ANALYSIS OF VARIENCE
B.Ed. - BACHELOR OF EDUCATION
B. El. Ed - BACHELOR IN ELEMENTARY EDUCATION
B.P. Ed - BACHELOR IN PHYSICAL EDUCATION
B.Sc. Ed - BACHELOR IN SCIENCE EDUCATION
C.P.ED. - CERTIFICATE IN PHYSICAL EDUCATION
CPGP - COLLABORATIVE POST GRADUATE PROGRAMME
CTE - COLLEGE OF TEACHER EDUCATION
D. Ed - DIPLOMA IN EDUCATION
D.El.Ed. - DIPLOMA IN ELEMENTARY EDUCATION
DEC - DISTANCE EDUCATION COUNCIL
DIET - DISTRICT INSTITUTE OF EDUCATION AND TRAINING
EI - EMOTIONAL INTELLIGENCE
EII - EMOTIONAL INTELLIGENCE INVENTORY
EIT - EMOTIONAL INTELLIGENCE OF TEACHERS
EMRS - EKLAVYA MODEL RESIDENTIAL SCHOOLS
ETE - ELEMENTARY TEACHER EDUCATION
EVS - ENVIRONMENTAL STUDIES
HSAI - HIGH SCHOOL ADJUSTMENT INVENTORY
J.B.T. - JUNIOR BASIC TEACHER
M.Ed. - MASTER OF EDUCATION
MNC - MULTI NATIONAL COMPANIES
N.C.T.E. - NATIONAL COUNCIL FOR TEACHER EDUCATION
NCERT - NATIONAL COUNCIL EDUCATION RESEARCH TRAINING
NPE - NATIONAL POLICY ON EDUCATION
SAD - SOCIAL ANXITY DISORDER
SCERT - STATE COUNCIL EDUCATION RESEARCH TRAINING
SD - STANDERD DEVIATION
xvi | P a g e
SE - SELF EFFICACY
SEC - SECONDARY EDUCATION COMMISSION
SES - SELF EFFICACY SCALE
SIED - SELF-EFFICACY AND EMOTIONAL INTELLIGENCE IN EDUCATION
SIS - SOCIAL INTELLIGENCE SCALE
STSE - SCALE FOR TEACHER SELF EFFICACY
TMMS - TRAIT META MOOD SCALE
TPACK - TECHNOLOGICAL PADAGOGICAL CONTENT KNOWLEDGE
TSE - TEACHER SELF EFFICACY
U.G.C. - UNIVERSITY GRANTS COMMISSION
xvii | P a g e
