Emotional Intelligence (EI): A competency of PG-Teachers in managing online classroom Conflicts
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Abstract
The purpose of this study is to examine the influence of the emotional intelligence of teachers in classroom conflict management. Apart from this main objective this study also aims to find out the relationship between gender, teaching experience, academic training with the emotional intelligence of the teacher. A parsimonious model which comprises various factors such as academic training, teaching experience, and gender is developed. This AMOS model was tested using structural equation modeling where a sample size of 230 Post Graduate Teachers associated with RTMNU from the faculty of Arts, Commerce, and Science are considered. The results showed that the teachers who have undergone academic training and a comparatively higher level of EI successfully manage the conflicts in the classroom. Keeping this fining in view proper academic training should be provided to the teachers so that it will enhance their skills of managing conflicts in the classroom. This study has been performed on the data collected from the Post Graduate Teachers from Non-Grant institutions only. Since very limited work has been performed in this area so it will contribute on a higher scale to the academic fraternity. Practical This study will be helpful to all academicians as well as industry people to realize the importance of proper training and importance of high-level EI for conflict management. There are very limited studies made on the Non-grant PG faculty members concerning Emotional Intelligence. So, this study will contribute to the literature based on EI.