ENHANCEMENT OF EMOTIONAL INTELLIGENCE AND SPIRITUAL INTELLIGENCE AMONG B ...

464 Pages·2012·3.24 MB·English

by  Sam Joy Thomas

ENHANCEMENT OF EMOTIONAL INTELLIGENCE AND
SPIRITUAL INTELLIGENCE AMONG
B. Ed. STUDENT-TEACHERS

SAM THOMAS JOY

CENTRE OF ADVANCED STUDY IN EDUCATION
DEPARTMENT OF EDUCATION
FACULTY OF EDUCATION AND PSYCHOLOGY
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA
VADODARA – 390 002

APRIL, 2011
ENHANCEMENT OF EMOTIONAL INTELLIGENCE
AND SPIRITUAL INTELLIGENCE AMONG
B. Ed. STUDENT-TEACHERS

A Thesis submitted to
The Maharaja Sayajirao University of Baroda
for the Degree of
Doctor of Philosophy
(Education)

Guide: Investigator:
Dr. DIVAKARA RAO, Y. SAM THOMAS JOY

CENTRE OF ADVANCED STUDY IN EDUCATION
DEPARTMENT OF EDUCATION
FACULTY OF EDUCATION AND PSYCHOLOGY
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA
VADODARA – 390 002

APRIL, 2011
CERTIFICATE

This is to certify that the work contained in this thesis titled, “Enhancement
of Emotional Intelligence and Spiritual Intelligence among B. Ed. Student-
teachers”, submitted by Mr. Sam Thomas Joy to the Maharaja Sayajirao
University of Baroda, Vadodara, Gujarat State, India for the degree of
Doctor of Philosophy in Education, is a genuine record of bonafide research
work carried out by him under my supervision and guidance. The results
embodied in the same, have not been submitted elsewhere for the award of
any degree or diploma. It is further stated that the doctoral research work
was carried out fulfilling the requisite attendance criteria as per O. Ph. D.:
3(i) of the M. S. University of Baroda, Vadodara.

April, 2011
(Dr. Divakara Rao. Y)
Retd. Associate Professor
Centre of Advanced Studies in Education (CASE)
-Department of Education
Faculty of Education & Psychology
The Maharaja Sayajirao University of Baroda
Vadodara, Gujarat State – 390002
India
Prelude

Prelude

Beyond the abstract intelligence...IQ

Ever since the birth of psychology, philosophers, psychologists and scientists have
been dealing with the term ‘intelligence’. In the earlier part of the 20th century,
intelligence quotient (IQ) became an important issue. Our intellectual or rational
intelligence is what we use to solve logical / strategic problems. Theoretically, it has
been conceived that the person with higher intelligence gets identified with higher
IQ, which is determined by reliable and valid instruments. Different psychologists
have come up with different approaches towards explanation of intelligence. Alfred
Binnet’s ‘Abstract Intelligence’, Robert Sternberg’s ‘Triarchic approach’, Stephen
Ceci’s ‘Bio-ecological approach’, Mike Anderson’s ‘Cognitive Theory’, Thorndike’s
(1920) ‘Social Intelligence’, Howard Gardner’s (1993) ‘Multiple Intelligence theory’,
Daniel Goleman’s (1995) ‘Emotional Intelligence’ and Danah Zohar & Ian Marshall’s
(2000) ‘Spiritual Intelligence’ are some among the major concepts of intelligence.

The concept of Emotional Intelligence (EI) was popularised by Daniel Goleman. The
ability to recognise and manage one’s emotion is a skill that has to be developed, used
and honed throughout one’s life time. Emotional intelligence is a type of social
intelligence, which involves the capacity for recognising one’s own feelings and those
of others for motivating and managing emotions well in oneself and in one’s
relationships. i.e. EI refers to an array of non-cognitive capabilities, competencies and
skills that influence one’s ability to succeed in coping with environmental demands
and pressures. The four major clusters of EI as identified by Goleman (2002) are self-
awareness, self-management, social awareness and relationship management. Bar-On
(1997) has given the concept of Emotional Intelligence Quotient (EQ) in the process
of constructing the tool to measure EI.
Prelude
Spiritual Intelligence (SI) is that intelligence which is required when one begins to
open up to his/her spirit’s (soul’s) journey and to quest for a greater understanding of
life. Spiritualism is one of the philosophical doctrines in which it is believed that the
‘spirit’ exists as distinct from matter and that, ‘spirit’ is the only reality. Indian
scriptures refer to this term as ‘Atma’ or soul. SI is the intelligence with which we
balance meaning and value for life and place our lives in a wider context. It is the
soul’s intelligence connected to wisdom from beyond the ego, or unconscious mind; it
is our conscience, compass, the hidden inner truth also. SI makes spirituality possible,
but this need not always depend on any sectarian religion. It is used to deal with
existential problems and to get guided- to live a life at a deeper level of meaning; to
have an understanding about who we are and what things mean to us and our place in
the world. Based on the theoretical and experimental considerations of Zohar’s and
Marshalls’ (2000), academicians and professionals have started discussing about a
quotient to represent an individual’s Spiritual Intelligence – i.e. Spiritual Intelligence
Quotient – SIQ or properly known as SQ.

The present study is intended to find out the effectiveness of the experiential learning
programme in enhancing the EI and SI of B.Ed student-teachers. Investigation was
carried out using the experiential learning mode. Both quantitative and qualitative
approaches were used for data collection. The data was collected mainly by
administering, the self-constructed EI & SI scales, reaction scales as well as by using
casual observations, anecdotal records, etc. The quantitative analysis of the data was
carried out using Chi square and Mann Whitney U test; Continuous analyses of the
enhancement programmes of the EI and SI, were carried out qualitatively too. There
may be different ways by which EI and SI can be enhanced and there may be several
opinions on diverse aspects of EI and SI. But the present study of EI and SI is limited
to experiential mode of learning. The findings of the study do indicate that the
enhancement programmes for EI and SI are effective for the development of
emotional intelligence and spiritual intelligence of the sampled B. Ed. Student-
teachers.
ACKNOWLEDGEMENTS

I bow down to the Lord Almighty whose grace guided me from the very inception to the
completion of this research work. Each moment during the course of this work, I
experienced the Grace of God, who continuously enhanced my emotional / spiritual
intelligence even at the moments of despair, inspired me to move forward, opened before
me unexpected avenues and enlightened my thoughts with His wisdom.

No words fit to express my love and gratitude to my beloved Appa (Rev. Dr. K. T. Joy) and
Amma (Mrs. Marykutty Joy), who stood with me with their prayers, support,
encouragement ... all these years.

Now I wish to bow down to all my spiritual as well as academic gurus from day one till now
who have been playing a great role in enhancing my spiritual, emotional and intellectual /
rational intelligences – I am very grateful to all of them. Especially I am highly indebted to
His Grace The Most. Rev. Dr. Joseph Mar Thoma Metropolitan for his very kind, personal
and moral support throughout my life and career.

I would like to acknowledge all the people who have helped me in so many ways to
complete this task. I am greatly indebted to my Guide, Dr. Divakara Rao. Y., (Retd. Assoc.
Prof., CASE -Department of Education, Faculty of Education and Psychology, The M. S.
University of Baroda) for his authentic directions, valuable suggestions, and critical
assessments during this study; even after his retirement, he tried his level best to help me,
in spite of his personal problems.

I have immense pleasure in saluting Dr. D. R. Goel (Prof. of Education - CASE & Dean, Fac.
of Edu. & Psy., the M. S. Univ. of Baroda), for his kind help in all the aspects of the study,
especially that which is related to the analyses of data. His valuable suggestions, scholarly
assistance, and expert contributions in the statistical analyses would be remembered
throughout my career.

I also extend my profound sense of gratitude towards Dr. S. Kumar (Prof. of Edu. – CASE,
the former Dean, Fac. of Edu. & Psy. and the former HOD - CASE, the M. S. Univ. of
Baroda), for his pleasant and generous administrative as well as academic help, whenever
required.

I am highly thankful to Dr. S. C. Panigrahi (Prof. & Head, Dept. of Edu. – CASE, Fac. of
Edu. & Psy., the M. S. Univ. of Baroda) for his joyful and generous offer of both academic
and administrative help and for his care.
Acknowledgements
I am grateful to Dr. R. G. Kothari (Prof. & Ex Head – CASE & Ex-Dean, Fac. of Edu. & Psy.,
the M. S. Univ. of Baroda and former VC – V.N.S.G. University, Surat) for his academic
support and kind care.

My sincere thanks, to Dr. N. Pradhan (Prof. & Head, Department of Educational
Administration), Dr. H. Patadiya (Prof. -CASE) and all other Faculty members, for their
valuable suggestions and encouragement throughout my study.

I am very grateful to Dr. V. D. Thomas (Retd. Assoc. Prof. in Edu. – CASE, The M. S. Univ.
of Baroda) for helping me to become a Research Scholar of this esteemed University, and
for his expert guidance especially for the enhancement programme.

I would like to acknowledge the kind cooperation of Dr. K. S. Joseph, (Retd Assoc. Prof. in
Edu. - CASE and at present at the Dept. of M. Ed. – Titus II Teachers College, Tiruvalla,
Kerala) for his wholehearted guidance and especially for his participation during the
Enhancement programme, as one of the experts. The eleventh hour assistance rendered by
Dr. Joseph in editing the research report will be always very much remembered with
gratitude. I express my sincere thanks to him.

I am thankful to Dr. K. Pushpanadham (Assoc. Prof., Dept. of Ednl. Admn., Fac. of Edu. &
Psy. for his very personal care as well as academic support throughout my stay at Vadodara.

I am grateful to the Principals of M. G. University College of Teacher Education,
Kanjirapally, Kerala and Titus II Teachers College, Tiruvalla, Kerala, for extending full
cooperation for the conduct of the study. My very special thanks also go to Dr. Jancy
Lukose, the Principal, M. G. U. C. T. E., Kanjirapally, and all other faculty members for
rendering me all the necessary assistance for the experimentation. I also would like to
thank the spiritual leaders and resource persons who have spent their valuable time to
enrich the sampled participants in the experimental group with the selected aspects of the
EI and SI programme.

I also express my gratitude to Dr. K. S. George, (Principal, Titus II Teachers College,
Tiruvalla, Kerala) for his kind help, care and words of encouragement and participation
during the Enhancement programme, as one of the experts. I am also grateful to all my
colleagues of the M.Ed. department of this college for their kind support. I would also like
to thank all the members of the B.Ed. Faculty of this College for their love and concern
towards me.

I am also much thankful to the student-teachers of M.G.U.C.T.E., Kanjirapally for devoting
their precious time for me. Their wholehearted participation in the enhancement
programme and genuine life sharing & profound reflections in each session of the
programme were encouraging.
| iv
Acknowledgements

I offer my grateful thanks to the former librarian of CASE Mr. Y. Pandiya for his co-
operation and assistance. My sincere thanks also goes to the Librarians of CASE, Smt. Hansa
Mehta Library– The M. S. Univ., Vadodara, Kerala Univ. Library - Thiruvananthapuram,
Department of Education Library - Thiruvananthapuram, M.G. University Library -
Kottayam, S. C. E. R. T. Library – Thiruvananthapuram and M. G. U. C. T. E. Library -
Kanjirapally. I would also like to thank Mr. P K Thomas, Librarian of Titus II Teachers
Training College for his love, prayers, and co-operation towards me.

I thankfully recognise the efforts put by Dr. Muralidharan (Prof. of Statistics, The M. S.
Univ. of Baroda) and the experts at Social Science Centre - ICSSR, Surat for helping me in
preparing statistical plan for the study initially and for Dr. Kurian Mathew Abraham
(Expert in SPSS –Mar Thoma College, Tiruvalla, Kerala), for helping me in carrying out the
statistical analyses of the data. I am grateful to Dr. M. Daniel (Prof. of Botany, The M. S.
Univ. of Baroda), Dr. V. O. Thomas (Assoc. Prof. of Mathematics, The M. S. Univ. of Baroda)
and Mr. Titus T. C. (Administrative Department, The M. S. Univ. of Baroda) for their
emotional and moral support, throughout my study at Vadodara.

I whole heartedly express my thanks to my friends, research scholars at the M.S.U and
Kerala and students (B. Ed & M. Ed) at CASE and Titus II Teachers College, Tiruvalla,
Kerala who were my constant strength and source of inspiration. I very much acknowledge
the helping hands of Dr. R. L. Madhavi, Jaison (whose cooperation during the enhancement
programme was a real blessing to me), Anu, Sakesh, Rev. Denny, Subi, Dr. Joji, Thomson,
Ashly, Meera and Joshen for their kind help in planning, editing, typing, formatting and
printing of the thesis in its present shape.

I remember the services of all the non teaching staff of the Department of Education -
CASE and Faculty of Education and Psychology with gratitude.

I express my sincere gratitude and thanks to all the near and dear ones who directly or
indirectly participated, helped and facilitated in this endeavour. I would like to note down
my boundless gratitude to my uncle Babuchaa for his love and concern. Last, but not the
least, I place on record, the love and support of Dr. Preethi who joined me recently as my
life partner, for her invaluable assistance in the completion of this research work.

Finally, I am thankful to the M. S. University Administration for all the administrative
support rendered for this study.

With a humble heart...

Sam Thomas Joy
| v
CONTENTS

Page Nos.
Prelude i-ii
Acknowledgements iii-v
Contents vi-viii
List of Tables ix-xii
List of Figures xiii-xv

CHAPTER – I THEORETICAL AND CONCEPTUAL
1-78
ORIENTATION
1.1 Meaning of Emotion and Emotionality: 4
1.2 Meaning of Spirit and Spirituality 6
1.3 Teacher Education, Emotionality and Spirituality 6
1.4 Intelligence/s, Intelligence Quotients & Teacher
8
Education:
1.5 Development of Various Dimensions of
12
Intelligence
1.5.1 Intelligence In Terms of IQ 12
1.5.2 Multiple Intelligence 13
1.5.3 Emotional Intelligence (E I) 14
1.5.3.1. Key Domains of Emotional Intelligence: 29
1.5.4 Spiritual Intelligence (SI) 38
1.5.4.1 The Concept of Spirituality and SI Based on 39
the Views of Zohar & Marshall
1.5.4.2 . The Concept of Spirituality and SI Based on 43
the Views of Bowell (2004)
1.5.4.3 The Concept of Spirituality and SI Based on
the Views of Husain (2005) 45
1.5.4.4. Scientific Evidence for SI: 50
1.5.4.5. Enhancement of Spiritual Intelligence 53
1.5.4.6 Clusters and Its Dimensions of SI: 61
1.6 Rational Intelligence (I/IQ,), Emotional
Intelligence (E I/EQ) and Spiritual Intelligence (S 69
I/SQ)
1.6.1. Scientific Basis on which these Three are Related 69
1.7. Need and Importance of Emotional Intelligence &
Spiritual Intelligence for Teacher Education 71
1.8 Aims of the Study 72
1.9. Rationale of the Study 73
1.10. Research Questions 75
1.11. Statement of the Problem 76
1.12. Objectives of the Study 76
1.13. Operational Definition of Certain Key Terms 77
1.14. Hypotheses 78
1.15. Delimitation of The Study 78

CHAPTER – II REVIEW OF RELATED RESEARCH
79-115
LITERATURE
2.1 Emotional Intelligence 80
2.1.1 Reviews on the Studies of Emotional Intelligence 80
2.1.2 Reviews on Emotional Intelligence and Teacher
89
Education
2.2 Spiritual Intelligence 93
2.2.1 Reviews on Spiritual Intelligence 93
2.2.2 Reviews on Spiritual Intelligence and Teacher
102
Education
2.3 Emotional Intelligence and Spiritual Intelligence 103
2.3.1 Reviews on Emotional Intelligence and Spiritual
103
Intelligence
2.3.2 Reviews on Emotional Intelligence, Spiritual 109
Intelligence and Teacher Education
2.4. Implications of the Reviewed Studies for
the Present Investigation 110

CHAPTER – III METHODOLOGY 116-135
3.1 Design of the Study 117
3.2 Population for the Study 119
3.3 The Sample for the Study 119
3.4 The Tools and Techniques Used for the Present
120
Study
3.4.1. Information Schedule 121
3.4.2. The Rating Scales for the E I and the S I 121
3.4.3 Casual Observation 125
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