A Comparative Study of D. El. Ed. Teacher Trainees of Himachal Pradesh and Bihar States of India on their Emotional Intelligence

Description

Page: 465-470

Kislay Kishor Mirgank¹, Shishupal Gorain², and Nain Singh³ (Department of Education, Rajiv Gandhi University, Arunachal Pradesh^1,2 and Department of Education, Himachal Pradesh University, Arunachal Pradesh³)

This study examines Emotional Intelligence (EI) among D.El.Ed teacher trainees of Bihar and Himachal Pradesh State in India. Teacher Trainees from Himachal Pradesh and Bihar, India, focusing on high, average, low, and total EI levels. A sample of 320 trainees from government training institutes was assessed using the Teacher Emotional Intelligence Inventory. Statistical analyses, including t-tests, revealed no significant differences in EI between Himachal Pradesh and Bihar trainees at high and average levels. However, significant differences were found in low EI levels, with Himachal Pradesh trainees exhibiting higher scores. Overall EI levels did not differ significantly between the states. These findings suggest that while regional disparities exist in low EI, standardized EI training programs could effectively enhance emotional competencies across diverse geographic backgrounds. The study underscores the importance of integrating EI development into teacher education curricula to foster supportive learning environments nationwide. Further research and targeted interventions are recommended to address regional disparities and optimize educational outcomes.