CHAPTER – 1

INTRODUCTION
 INTRODUCTION

Classroom management is one of the most difficult and complex problems confronting schools

today. This problem concerns inexperienced educators, as well as experienced educators and

school managers. The maintenance of adequate classroom discipline is a prerequisite for the

physical and psychological well-being of learner and the achievement of instructional goals or

outcomes. Harrison (2001) contends that beginner educators are very apprehensive about

discipline of learners who exhibit problem behaviors. Although school managers tend to concur

with these findings regarding beginner educators.

One of the fundamental problems among educational systems of many countries is related to

classroom discipline and students misbehavior. Disciplinary problems have long being

recognized as a major issue in schools(Edwards,2008).Classroom discipline management refers

to control of time and behavior of students as well as of teachers in a classroom setting (Fredrick,

Deitz, Bryceland, & Hummel, 2000). Classroom discipline management involves teachers

encouraging positive social interactions as well as active management in learning and self-

motivation.

Glasser (1985) remarked in his work in the field as school discipline that classroom environment

should motivate students and reduce inappropriate behavior by meeting students basic needs for

belonging, power, fun, and freedom. Glasser (1978) firmly believes that teachers hold the key to

good discipline. He concludes that both teachers and students have important roles to play in

maintaining effective discipline. The following actions are the teacher’s responsibility, they are:

1. Stress student responsibility.

2. Establish rules that lead to success.

3. Accept no excuses.

4. Call for value judgment.

5. Suggest suitable alternatives.

6. Invoke reasonable consequences.

7. Be persistent.

8. Carry out continual review.

Assertive discipline has evolved since the mid 70’s from a rather authoritarian approach to one

that is now more democratic and cooperative approach. A package of behavior management

program was prepared by Lee & Canter(1992).The Cantors believes that a teacher has the right

to determine what is best for his students and to expect compliance. No pupil should prevent

him from teaching, or keep another student from learning. Student compliance is imperative in

creating and maintaining an effective and efficient learning environment. TO accomplish this

goal, teachers must react assertively, as opposed to aggressively or non assertively. There are

five steps for assertive discipline as follows:

1. Recognizing and removing roadblocks to assertive discipline (Canter&Canter.1992).

2. Making use of assertive response style (Canter&Canter, 1992:25).

3. Making a discipline plan that contains good rules and clear, effective consequences (Blue,

2006).
 4. Teaching the discipline plan to learners, Pantesco (2005).

5. Teaching how to behave responsibly, Noding (2005).

It is important to study how teachers promote classroom discipline or reduce disruptive behavior

of students. Teachers are expected to be able to create a non – disruptive class room

environment (Doyle 1986). According to Goleman (1995), Bar-On (1997) and Mayer, Caruso

and Salovey(1999), one of the factors that influences behavior management in the classroom is

emotional intelligence. Weisinger (2004) defines emotional intelligence as the intelligent

application of emotions, where one deliberately forces one’s feeling to work through applying

them in order to help to guide behavior and thought in the way that promote consequences.

Goleman studied emotional intelligence as a different kind of knowledge. Emotional

intelligence is the ability to motivate oneself and persist in the face of hopelessness, to control

incentive and delay satisfaction, to organize one’s moods and to empathize (Goleman , 1995).

DISCIPLINE

The word ‘Discipline’ is derived from the root ‘discipulus’ meaning pupil or discipline.

Discipline literally means the process of learning and training, which is for specific ends.

White Head (1965) rightly remarked that “in part of life can not we do without discipline nor

can we do without freedom. Freedom is a condition for effective discipline, and discipline is a

product of freedom”.
CLASSROOM DISCIPLINE

The American Heritage Dictionary (2001) gives the following four definitions as the most

common of meanings for the term: (1) The development of mental faculties (i.e. mental

discipline) by Instruction and exercise (2) Training to act in accordance with established rules (3)

Indoctrination to rule and (4) Training through suffering Development training and ‘mental

discipline’ may or may not be compatible with the freedom and self-determination of the person

undergoing training. However, the third and fourth definition specifically calls for subjugation of

one person to the will of another through suffering or indoctrination and thus denies the

individual his freedom. The several meanings given to the word reflect the varying orientations

and frequent confusion of educational theorists and practitioners in thinking about discipline.

Whatever the variant meanings for the term, discipline, educators most often think of it as the

degree of classroom order, as the technique by which they have established order or as a

euphemism for punishment. Major misunderstanding could be avoided by making clear which of

the following meanings is intended (Lewis. 1997):-

1. Discipline equals degree of order used. In this sense discipline refers to the degree of

order established in groups. This definition merely notes presence or absence of

discipline in a setting and fails to indicate causative factors (Bushweller, 2005).

2. Discipline equals management techniques, in this sense, discipline refers to the methods

educators believes to be effective in establishing order. This remark makes a value

judgment on the manner in which discipline is established and maintained (Bushweller,

2005)
 3. Discipline equals punishment. In this sense the word is used as a euphemism for

punishment. Actually punishment is only one subcategory of the whole range of

alternatives referred to in the techniques of management. But when used in this way such

punishment strategy can range from minor verbal rebukes to the infliction of corporal

punishment (Goatman.1997).

CLASSROOM DISCIPLINE TECHNIQUES

Following six techniques of classroom discipline have been suggested by ( Pallant, 2007).

1. Punishment

2. Discussion

3. Recognition

4. Aggression

5. Involvement

6. Hinting

‘Punishment’ means a painful penalty inflicted on an individual by another person. ‘Discussion’

means is widely regarded as an important technique for courage active engagement with text.

Therefore only those findings with significant values of less than 0083 will be considered as

significant. There are significant differences between teachers with high emotional intelligence

in all of the six disciplinary strategies used, except, punishment. Referring to the partial eta

square values, emotional intelligence was found to have the most impact of discussion strategy,

explaining 30.1% its variance. This is followed by recognition (29.4% variance explained)
hinting (27.2% variance explained), involvement (12.6% variance explained) and aggression

(8% variance explained)

EMOTIONS

Generally, Emotion refers to a feeling state (including physiological responses and cognitions)

that conveys information about relationships. The term emotion has been derived from the Latin

word `emovere’ that means to stir up, agitate, excite or move.

 Emotions are acute disturbances of the individual as a whole (Young, 1936).

 Emotions are primarily motivating forces, they are processes which arouse sustain and

direct activity. (Leeper, 1948).

 Emotions are internal events that coordinate many psychological subsystems including

psychological responses, cognitions and conscious awareness. Emotions typically arise in

response to a person’s changing relationship to a memory, to his family or to all of

humanity changes; person’s emotions will change as well (Bower, 1881).

 The analysis of emotions often involves describing their composition in regard to other

sense modalities e.g. touch, pace and color (Clynes & de Rivera, 1977).

 A reasonably canonical definition, however, might be that an emotion is an organized

mental response to an event that includes physiological, experimental and cognitive

aspects among others (Lazarus, 1991).

  Emotion are basic , primeval forces of great power and influence designed by nature to

enable the organism to cope with circumstances which demand the utmost effort for

survival or add colour and spice to our living.

CLASSIFICATION OF EMTIONS

Emotions have been categorized into various categories with respect to direction, mind, and

arousal as shown in fig.1.1

EMOTIONS

Direction Mind Arousal

Positive Negative Conscious Unconscious Primary Secondary

Fig 1.1: Categories of Emotions.

INTELLIGENCE

 Intelligence is the aggregate or global capacity of the individual to act purposefully, to

think rationally and to deal effectively with his environment (Wechsler, 1958).
  Symposia on intelligence over the years have repeatedly concluded that the first hallmark

of intelligence is abstract reasoning (Sternberg, 1977).

 The use of the emotional intelligence in this is consistent with scientific literature in the

fields of intelligence, personality, psychological, and emotions (Mayer, Salovey, &

Caruso, 2000).

 Intelligence can be viewed as representing, primarily, capacity to carry out abstract

thought, as well as the general ability to learn and adapt to the environment (Sternberg &

Detterman, 1986; Terman, 1921).

 Intelligence is inventiveness that is dependent upon comprehensions and marked by

purposefulness and self – corrective judgment. It is said that intelligence is the ability

when we have some aim or question in mind (Stanley & Hopkins, 1978).

 Intelligence is an ability to undertake activities that are characterized by (a) difficulty (b)

complexity (c) abstraction (d) economy (e) adaptiveness to a goal (f) social value and (g)

the emergence of originals and to maintain such activities under conditions that demand a

level of energy and a resistance to emotional forces (Stoddard, 1943).

EMOTIONAL INTELLIGENCE

 EI is the set of abilities that account for how people’s emotional perception and

understanding vary in their accuracy. More formally, EI is define as the ability to perceive

and express emotion, assimilate emotion in thought, understand and reason with emotion

and regulate emotion in the self and others (Mayer & Salovey, 1997).
 EI is an array of non-cognitive capabilities, competencies and skills that influence one’s

ability to succeed in coping with environmental demands and pressures (Bar-On, 1997).

 The abilities called here emotional intelligence which include self control, zeal and

persistence and the ability to motivate oneself ( Goleman, 1995a)

 We define EI as the capacity to reason about emotions, and of emotions to enhance

thinking .It includes the abilities, to accurately perceive emotions, to access and generate

emotions so as to assist thought to access and generate emotions so as to assist thought, to

understand emotions and emotional knowledge, and to reflectively regulate emotions so

as to promote emotional and intellectual growth (Mayer, Salovey & Caruso, 2004).

 Emotional intelligence refers to an ability to recognize the meanings of emotion and their

relationship and to reason and problem-solve on the basis of them. Emotional intelligence

is involved in the capacity to perceive emotions, assimilate emotion-related feelings,

understand the information of those emotions, and manage them (Mayer & Salovey,

1999).

 Neither marks in examination nor IQ but emotional intelligence may be the best predictor

of success in life (Time, October, 1995).

 An emotional competence is “a learned capability based on emotional intelligence that

results in outstanding performance at work (Goleman, 1998b).

 EI refers to an ability to recognize the meanings of Emotions and their relationships, and

to reason and to solve-problem on the basis of them. EI is involved in the capacity to

 perceive emotions, assimilate emotion-related feelings, understand the information of

those emotions, and manage them (Salovey & Mayer, 1990, Salovey &Mayer, 1997).

The term emotional intelligence, then, implies something having to do with the intersection of

emotion and cognition. The domain of emotional intelligence describes several discrete

emotional abilities. These emotional abilities can be divided into four classes or branches, as

shown in the figure below. The most basic skills involve the perception and appraisal of

emotions. As the child grows, he or she discriminates more finely among genuine verses merely

polite smiles and other gradations of expression. The second set of skills involves assimilating

basic emotional experiences. The into mental life, including weighing emotions against one

another and against other sensations and thoughts and allowing emotions to direct attention. The

third level involves understanding and reasoning about emotions. The fourth, highest level, of

emotional intelligence involves the management and regulation of emotion in one self and others

such as knowing how to calm down after feeling angry or being able to alleviate the anxiety of

another person.
Fig : 1.2:- Personality and its major subsystem

PERSONALITY AND ITS MAJOR SUBSYSTEMS

PURPOSE OF SUBSYSTEMS

LEVEL SATISFLYING RESPONDING

INTERNAL NEEDS TO THE EXTERNAL WORLD

INTRAPERSONAL QUALITIES INTERPERSSONAL

QUALITIES

HIGH

Leanrned Example : Understanding oneself Example : knowing

how to socialize

Models

MOTIVATIONAL AND EMOTIONAL EMOTIONAL AND COGNITIVE

INTERACTIONS INTERACTIONS
MIDDLE

Example : Blocked motives lead to eat Example : Understanding emotions

Interactive

Function

MOTIVATIONAL EMOTIONAL QUALITIES COGNITIVE

DIRECTIONS INTERACTIONS

LOW

Example : Needing to eat Example : Being emotionally Example : Ability to perceive Biologically _

expressive patterns

Related

Mechanisms

Fig : 1.2:- Personality and its major subsystem

MODELS OF EMOTIONAL INTELENGENCE

The field of Emotional Intelligence (EI) is growing at a rapid rate. EI is being used in a variety of

applications including the workplace, the school system and for personal development. It has

been suggested that EI is important for leadership, performance, scholastic success, life

satisfaction and inter-personal relationships. Over the last 5 years many models of emotional

intelligence have emerged. In an effort to help, clarify this situation, the Encyclopedia of Applied

Psychology (Spielberger, 2004) recently suggested that there are currently three major conceptual

models:

a) The Goleman model (1995), which views this construct as a wide array of competencies

and skills that drive managerial performance, measured by multi-rater assessment.

b) The Salovey-Mayer model (1999), which defines this construct as the ability to perceive,

understand, manage and use emotions to facilitate thinking, measured by an ability -

based measure.

c) The Reuven Bar-On model (2000), which describes a cross-section of inter-related

emotional and social competencies, skills and facilitators that impact intelligence

behavior ,measured by self report within a potentially expandable multi-model approach

including interview and multi-rater assessment.

Components of Emotional Intelligence according to Goleman’s (1995)

Emotional intelligence is comprised of two competencies:

 A. Personal competencies

(i) Self-awareness (ii) Self-regulation (iii) Self-motivation

B. Social competencies

(i) Social-skills (ii) Empathy

A. Personal competencies

Self-Awarenes
The ability to recognize one’s feelings and to differentiate between them to know, what one is

feeling and why and to know what caused the feelings?

Self-Regulation
It is managing impulse as well as distressing feeling.

Self-Motivation
Motivation is the force, which moves, energizes and directs a person to act and to attain some

goal.

Social competencies

Social-skills

These are sources of handling another person’s emotions artfully.

Empathy

Empathy is a particularly important aspect of emotional intelligence. Who are best at

identifying other’s emotions are successful in their work as well as in their social

lives.
There are both mental ability models and of emotional intelligence. The mental

ability models focus on emotions themselves and their interactions with thought.

Mixed models of emotional intelligence are substantially different than the mental

ability models. The mixed models treat mental abilities and a variety of other

characteristics such as motivation, states of consciousness and social activity as a

single entity. The mental ability models operate in a region defined by emotion and

cognition, whereas mixed models label a multitude of components as emotional

intelligence. By way of contrast, the Mayer & Salovey (1997) model fits within the

emotion and cognitive interactions area. Bar-on’s (1997) theoretical work combines

what may qualify as mental abilities with other characteristics that are considered

separable from mental ability, such as personal independence, self-regard and mood;

this makes it a mixed model .A third view of emotional intelligence was popularized

by Goleman(1995a).He created a model that also was popularized by the five broad

areas; knowing one’s emotions, managing emotions, motivating oneself, recognizing

emotions in others and handling relationships.

 Difference between Emotional Quotient(EQ) AND

Intelligence Quotient (IQ)

EMOTIONAL QUOTIENT(EQ) INTELLIGENCE QUOTIENT(1Q)

EQ refers to a person’s innate IQ is a measure of an individual’s

Potential. Personal information bank ;

one’s memory

EQ is not fixed. It can be IQ is constant. It can’t be changed

Changed throughout life.

About 80 percent of person’s IQ may account for only about

success in life depends upon 20 percent’s success in life.

parson’s EQ.
Testing a person’s EQ is not Testing a person’s IQ is fairly

fairly common. common.

It involves the emotional age and It involves the mental age and

chronological age. chronological age.

It represents a relative measure It is possible for a child to start

of person’s healthy & unhealthy out with relatively low EI but

Development of innate emotional receive healthy emotional

Intelligence. modeling.

IMPORTANCE OF EMOTIONAL INTELLIGENCE

There are several reasons to understand emotional intelligence and personality together.

Emotional intelligence is a part of human personality and personality provides the context in

which emotional intelligence operates. Emotional intelligence can be considered a mental ability

that involves the ability reason validly with emotional information, and the action of emotion to

enhance thought. Thousands of studies have shown that effective leaders use more emotional

intelligence competencies every day than others in leadership positions.

1 Understanding of “where” and “what” EI can help identify the type of data

necessary to collect to study the idea.

2 Placing emotional intelligence in its psychological context allows one to compare and

contrast it with different parts of personality.

3 If a person’s ultimate aim is to understand a target variable-such as aggression or problem

behavior-understanding the personality system as a whole, can help link EI with other relevant

parts of personality.

4 Understanding EI as a part of the broader personality system also can alert researchers as to

what parts of personality may influence EI.

5 Considerable research exits as to how personality’s parts are expressed. Understanding that EI

is part of personality indicates a great deal about how it will be expressed.

6 When people approach life tasks with EI, they are at advantages for solving problems

adaptively. It is for this reason that such skills are included within the construct of emotional

intelligence(P Salovey, J.D.Mayer).

7 People who have developed skills related to emotional intelligence understand and express

their own emotions ,recognize emotions in others ,effect and use moods and emotions to

motivate adaptive behavior(Peter Salovey, John D& Mayer).

8 The person with EI can be thought of as having attained at least a limited form of positive

mental health(Peer Salovey, John D Mayer).

GENDER

On the basics of sexual characteristics, persons are divided into:-

1 Male:- The person having typical masculine characteristics and organs is termed as male.

Male is often regarded as a strong sex and superior to female.

2 Female:-The person having typical feminine characteristics is female. Female is often

regarded as a fair and weak sex, generally considered not as strong as male.

REVIEW OF LITERATURE

► Rahimah H A, Norani M S(1997) found of that there are disciplinary problems in

Schools in Malaysia such as petty crimes, immoral conduct, dressing , truancy, disrespect for
others and maladjustments with the school environment. They also added that bullying, school

violence and maladjustments are increasing among students.

► Khaleej (Times March, 2006) stated that the government had warned that some school

teachers will soon not be allowed to publicly punish students for disciplinary offenses. In

earlier years, students who had severe disciplinary problems such as stealing, vandalism and

smoking were punished by principals. It was easier to manage classroom discipline then and

there were lesser problems.

► Heyns(2000) indicated that 30 percent of the primary school population present some

problem of disruptive behavior.

► Mazibuke(1999) reported that from 95 to98 percent of disruptive learners remain in

classes. Therefore, even though many educators would prefer not to teach disruptive

learners, present classroom condition require educators to assume the responsibility for

dealing with all learners, including the disruptive learners.

► Michael and Idris (2003)and Ishak (1995) showed that teachers in Malaysia lack

positive emotion and hence are not able to impart the feelings to their students (Noriah, Ramlee,

Zuria & Siti,2006).

► Stuhlman and Pianta (2002) affirmed that a teacher’s negative comments on a

student’s grades would elicit difficult behavior from the student. Emotional intelligence

is also linked with aggression, recognition, involvement and discussion.

►Quebbeman and Rozell(2002) stated that there is a negative relationship between

Emotional intelligence and aggression, while Resnicow, Salovey, and Repp(2004) found

that it has a positive relationship with recognition.

► Goleman(1995)and Bar-On(1997) state that emotional intelligence contributes

significantly to social, behavioral, and academic improvements, there is only limited empirical

evidence that reflects such outcome or finding. High emotional intelligence scores indicate a

strong, well- developed and efficient emotional intelligence skills while low score indicate a

deficiency and a need to improve particular competencies and skills to meet environmental

demand (Bar-On, 2004).

►Brown (2003) postulates that in the United State of America (USA) schools with

chronic discipline problems use the school’s curriculum to help with the management of such

problems. The curriculum teaches learners active ‘citizenship’. Active `citizenship` gets learners

involved in classroom activities that reflect ideals of democracy and accountability.

► Moriaty and Buckely (2003) studies have also shown that it is possible to learn

emotional intelligence ability which will increase the chance of success in classroom.

►Resnicow, Salovey and Repp (2004)suggest that people who have high emotional

intelligenc, their recognition in the different tasks was significantly correlated(r=.54)

► Hendrix(1998)found that females exhibited significantly higher levels of burnout,

job stress, and life stress than males; however here was no difference between males and females

in the amount of social support received.

►Ishwara(2007)found that males there is no significance difference between the scores of men

and women participants and participants with and without Ph.D degree, qualification, fresher’s

who and experienced ones and those from private (aided) and government colleges.

Assessment of EI

►Bar-On’s EQ-i(1997),which has been around for over a decade. It was designed to asses

those personal qualities that enabled some people to possess better’ emotional well-being’ than

others.

► One other measure is developed by Schutte, Malouff, Hall, Haggerty, Copper,

Golden & Domheim (1978) is a 33 item self-report measure based on Salovey & Mayer’s early

work.

► Another instrument is the multifactor Emotional Intelligence scale( Maye, Caruso &

Salovey, 1998).

Another instrument is the Emotional Competency inventory ( Goalman,1978). The ECI is a

360 degree instrument

► Another measure that has been promoted commercially is the EQ Map( Orioli, Jones

&Trocki, 1999).

►Another instrument is general Emotional Intelligence Scale (Scott,2005) test for a

broad set of individual characteristics associated with emotional intelligence. The result is a
single summary score of general emotional intelligence and represents an over all estimates of

the emotional intelligence of each individual tested.

► Another instrument is Balance Emotional Empathy Scale( Mehrabian,1997). It deals with

major facets of emotional intelligence and are particularly relevant to success in interpersonal

relationship.

► The Mayer-Salovey-Caruso Emotional intelligence Test ( MSCEIT ) is a test designed

to measure the four branches of the emotional intelligence ability model of Mayer and

Salovey. MSCEIT is an ability-based scale that measures how well people performed tasks from

solve emotional problems. MSCEIT was developed from and intelligence-testing tradition

formed by the emerging scientific understanding of emotions and their function.

RATIONALE OF THE PROBLEM

The review suggests that the classroom discipline poses a serious problem to the

teachers. Many techniques have been evolved for confronting classroom discipline

problems such as eleven techniques by Mcdaniel (1986), discipline with dignity by

Curwin and Mendler (1965), Reality Therapy RT by William glasser (1969),

transactional analysis by Berne. (1968), six techniques by Pallant (2007). However, it

is not clear how many teachers have opted to apply these techniques in their

classrooms. And further what is the level of their emotional intelligence. It is further

not clearl what’s the difference in the disciplinary practices of male and female

teachers. The present study in an attempt to answer these questions. Therefore, the

problem for the present study may be stated as follows.

STATEMENT OF THE PROBLEM

CLASSROOM DISCIPLINE TECHNIQUES

IN RELATION

EMOTOINAL INTELLIGENCE AND GENDER

OF TEACHERS

OBJECTIVES

To study the

1. Emotional intelligence of Male Teachers.

2. Emotional intelligence of Female Teachers.

3. Classroom discipline techniques of the Male Teacher.

4. Classroom discipline techniques of the Female Teachers.

5. Classroom discipline techniques of high emotionaly Intelligent Teachers.

6. Classroom discipline techniques of low emotionaly Intelligent Teachers.

7. Interaction effect of Gender and Emotional Intelligence of teachers on their

Classroom Discipline Techniques

HYPOTHESIS

1. There are no differences in the Classroom Discipline Techniques of Male

and Female teachers. H01

2. There are no differences in the Classroom Discipline Techniques of

High and Low Emotionally Intelligent teachers. H02

4. There are no differences in Classroom Discipline Techniques due to the interaction

effect of gender and level of emotional intelligence of teachers. H03

a There are no differences in the Classroom Discipline Techniques of Male

and Female teachers with High Emotional Intelligence. H03(a)

b. There are no differences in the Classroom Discipline Techniques of Male

and Female teachers with Low Emotional Intelligence. H03(b)

 c There are no differences in the Classroom Discipline Techniques of

between Emotionally High and Low Intelligent Male teachers H03(c)

d There is no difference the CRDT of EI high and low emotional intelligent female

teachers. H03(d)

All the same hypotheses were proposed for assessing. The effect of Gender, EI and their

interaction on total scores of CRDT, and on each of the Technique of CRDT taken up one by

one.

DELIMITATION OF THE STUDY

1. The teachers teaching in Govt.& Govt. aided schools only

2. The sample of teachers will be drawn from two cities only i.e Jalandhar & Nakodar.

3. Only the secondary school teachers will act as subjects in the sample.

PURPOSE OF THE STUDY

1. To study the Classroom Discipline Techniques adopted by secondary school teachers.

2. To study the Emotional Intelligence of Male and Female Teachers.

3. To study the Classroom Discipline Techniques of teachers with respect to their Gender and

Emotional Intelligence.
METHOD AND DESIGN OF THE STUDY
The preceding chapter deal with the development and description of tools required for the

collection of data. The present chapter is devoted to the method and design of the study.

“Research design is a choice of an investigator about the components of his projects and the

development of certain components of design. (Hillyay, 1962).

Research is purposive, scientific and pointed deliberation. After the selection definition and

delimitation of the problems, the adoption of suitable problem measure becomes very

imperative. Collection of mere bits of information is not research. The present chapter deals with

the method of the study including sample, design, instrument procedure and statistical technique

used for the analysis of the data.

SAMPLE

The study will be conducted on 400 Secondary School teacher ( 200 Female

Teachers and 200 Male Teachers ) This Sample was randomly drawn from the

population of teachers working in government and government aided schools of Jalandhar and

Nakodar Cities of Punjab.

 LIST OF SCHOOL

S.NO NAME OF SCHOOL Number of teachers

 Male Female

1 D.S.S.D Sr. Secondary School Sodal Road Jalandhar 12 15

2 Tagore Model Senior Sr. School Nakoder 15 13

3 Shree Parvati Jain Co_Education Sr. High School 12 15

4 Sain Dass A.S Sr. Secondry School Jalandhar 26 0

5 Shiv Devi Sr. Secondry School Jalandhar 10 15

6 Sh. Sarsvati Jain Co_Education Sr.Sec. School Jalandhar 12 20

7 Arya Kanya Sr. Secondry School Jalandhar 16 18

8 G.G.S.S Ladowali Road Sr. Secondry School Jalandhar 18 12

9 Devi Sahai SD Sr. Secondry School Jalandhar 13 18

10 N.J.M Sr. Secondry School Nakoder 13 14

11 DIPS Sr. Secondry School Nakodar 11 13

12 Govt. Sr. Secondry School Nakodar 12 12

13 Layall Pur khalsa Sr. Secondry School Jalandhar 8 12

14 A.Pee.J Sr. Secondry School Jalandhar 12 10

15 Govt High School Gohir 10 13

DESIGN

CRDT

_______________________________________

MT FT

(N=200) ( N=200)

_____________________ __________________

HEI LEI HEI LEI

 (n =100) (n =100) (n =100) (n =100)

(Upper 50% on EI) (Lower 50%aon EI) (Upper 50% on EI) (Lower 50%on EI)

CRDTT ------ Classroom Discipline Techniques of Teachers

MT -------- Male teachers

FT ---------------- Female Teachers

HEI -------- High Emotionally Intelligent.

LEI -------- Low Emotionally Intelligent.

Fig: 2.1- Layout of the design of the study

TESTS / SCALE

1. A scale of classroom discipline techniques ( prepared by the investigator with

the assistance of supervisor.

2. An emotional intelligence scale in English ( Harjit & Supreet, 2005) will be

administered to the teachers in the sample.

PROCEDURE
  The investigator administered the two scales i.e, the scale of emotional

intelligence ( Harjit & Supreet 2005 ) and classroom discipline techniques

( prepared by the investigator) to a sample of 400 teachers working in the

two cities Jalandhar and Nakodar.

 On the basis of emotional intelligence scores the two groups of teachers were

formed i.e, (i) A group Male Teachers with EI scores and (ii) a group of Female

Teachers with EI scores. These two group were further divided into the two

groups each resulting in four subgroup. Teachers with High (scoring above P50)

and Low (scoring below P50)on emotional intelligence. And each subgroups of

teachers formed on the basis of the High and Low emotional intelligence with

respect to each gender lead to the formation of four subgroups of teachers.

i.e.

1. High Emotional Intelligence of Male Teachers.(Above 466)

2. Low Emotional Intelligence of Male Teachers.(Below 466)

 3. High Emotional Intelligence of Female Teachers.(Above 463)

4. Low Emotional Intelligence of Female Teachers.(Below 463)

 The classroom discipline Techniques adopted by its teachers in all the four

groups were studied as per the proposed design and its statistical analysis.

\
 f and cf of EI scores of male and female teachers

GENDER

Male Female

CI f Cf CI f cf

520-534 2 200 590-604 1 200

505-519 6 198 575-589 0 199

490-504 3 198 560-574 1 199

475-489 38 162 545-559 2 198

460-474 40 124 530-544 0 0

445-459 37 84 15-529 3 196

430-444 23 47 500- 514 8 193

415-429 12 24 485-499 31 185

405-414 4 12 470-484 35 154

395-404 4 8 455-469 46 119

380-394 4 4 440-449 28 73

425-439 27 45

410-424 10 18

395-409 4 8

380-394 3 4

365-379 0 1
 350-364 1 1

Grade Norms of EI scale for Gender teachers

Male Female

Mean = 462.75 Mean = 462.825

S.D = 2.09 S.D = 2.31

N = 200 N = 200

CI = class interval

f = frequency , cf = cumulative frequency

STATISTICAL ANALYSIS

The data was analysed by 2x2 analyse of variance. Here, the two independent Variables were
 1. Gender and,

2. Emotional intelligent of Teachers.

The effect of which was studied on a single dependent variable i.e, Classroom discipline

techniques.

The data was obtained in terms of scores on each technique of classroom discipline. (Total no. of

techniques was 13) and of teacher advocating each technique of classroom discipline .

Therefore, the interms of total scores of CRDT by each group of teachers the scores each of the

classroom discipline techniques will be compared by 2x2 ANOVA and the mean difference in

scores of in two group will be compared.

CHAPTER-IV
 STATISTICAL ANALYSIS OF DATA ,DESCRIPTION

AND INTERPRETION OF RESULTS

The present chapter focuses on statistical analysis, description and interpretation of the results

and conclusions of the study.

2x2 ANOVA was applied on the scores of 13 levels of classroom discipline techniques

separately, i.e one for each category of CRDT and one on overall scores of CRDT. There 2x2

ANOVA was applied 14 times. The data of total scores of CRDT was subcategorized into its

components. These were13 classroom discipline techniques. Therefore, 13 separate ANOVA test

were applied by taking into consideration each 13 techniques of classroom discipline such as

Focussing(F), Monitoring(MON), Modelling(MOD), Responsibility(RES), Democratic

Attitude(DA), Direct Instructions(DI), Non-Verbal Behaviour(NV), Enviromental Control(EC),

Assertive Discipline(AD), Acceptance(AC), Effective Teaching(ET), Reward(R),Corporal

Punishment(CP).The results of 2x2 ANOVA on total scores of CRDT and 13 techniques of

CRDT are described below one by one.

DESCRIPTION OF RESULTS OF 2X2 ANOVA ON TOTAL SCORES OF CRDT

Table 4:1

Values of mean scores on total techniques of CRD of male & Female teachers
 GENDER

MT FT Total

∑X 4058 3888 39.73

EI ∑X 151754 165120 25.84

X 40.58 3.888 39.77

 11.36 11.81 0.30

N 100 100 200

Summary of ANOVA on 2x2 (EI X GENDER) the scores of

Total Techniques of CRD

Source of SS df MSS F-ratio

variance

SSGENDER 98.01 1 98.01 0.101

SSEI 19293.21 1 19293.21 3.27

SSSEX*EI 50.41 1 50.41 0.008

SSWITH IN 2335909 396 5898.76

SSTOTAL 23553.51 399

The results indicate that the effect of Gender is non significant(F 1,396=0.01) effect of EI is non

significant (F1,396=3.27) and the effect of interaction of Gender x Emotional intelligence is also

non significant on the CRDT(F1,396=0.08).

INTERPRETATION
The study of effect of Gender and emotional intelligence did not show significant effect of these

two variables on the total scores of CRDT. In other words neither males teachers nor female

teachers similarly neither teachers high on EI nor low on EI showed significant differences in

using classroom discipline techniques.

DESCRIPTION OF RESULTS OF 2X2 ANOVA ON THE SCORES OF FOCUSSING

TECHNIQUE OF CRD

Table 4:3

Values of mean scores on Focussing techniques of CRD of male & Female teachers
 GENDER

MT FT TOTAL

∑X 173 166 339

EI ∑X 307 300 607

X 1.73 16.6 139.5

 0.27 0.49 0.162

N 100 100 200

Table 4.4

Summary of ANOVA on 2x2 (EI X GENDER) the scores of

Focussing Technique of CRD

 F- SS df MSS Source SS

rati of
F-ratio
oSo

urce

OF varianc

SSSEX

1
3.03

SSEI

44.89

44.89

14.818

SSSEX*EI

2.89

2.89

8.75

SSWITH
IN

133.44
396

o.33

SSTOTAL

182.16

399
The

results

of 2x2

(EI X

GENDE

R) are

show

in

Tables

4.3&4.

4.

There

are

two

signific

ant

effects.

One

signific

ant
effect

is due

to

Emotio

nal

intellig

ence

(EI) for

which

F ratio

is F=

14.82

for

1,396

df. The

other

is due

to the

interac

tion

effect

of Sex
X EI for

which

F ratio

is F =

8.75

Both

these

values

are

signific

ant at

p<..01

Level.

The

main

effect

of

gender

is non

signific

ant

(F1,396
=3.03).

For

signific

ant

main

effect

of EI

due to

Sex,

the

mean

scores

of

Focussi

ng as

one of

the

CRDT

were

compa

red. It

is
found

that

the

mean

are in

favour

of high

emotio

nally

Intellig

ence

teache

r (X

=16.9)

as

compa

red to

X=1.02

for low

emotio

nally
intellig

ence

teache

rs.

This

signific

ant

main

effect

of

emotio

nal

intellig

ence

and

non

signific

ant

main

effect

of
gender

were

modifi

ed due

to the

signific

ant

interac

tion

effect

of

Gender

X EI

(F1,396

14.82).

INTERP

RETATI

ON
The

results

show

that

both

male

and

female

teache

rs who

are

high on

EI,

adopt

focusin

g as a

techni

que of

CRD

signific

antly

more
than

the

male

teache

rs of

low EI.

How

ever,

female

teache

rs who

are low

on EI

are

signific

antly

better

in

Focussi

ng as

compa

red to
males

LEI. Fig

4.1

below

clearly

depicts

this

signific

ant

interac

tion

effects.

F
FOCUS

SING

HEI

LEI
Fig 4.1

interac

tion

effect

of EI X

Gender

on

Focussi

ng as a

techni

ques of

CRD.
 D

ESCRIP

TION

OF

RESULT

S OF

2X2

ANOVA

ON

THE

SCORE

OF

MONIT

ORING

TECHNI

QUE

OF CRD
Table

4:5

Values

of

mean

scores

on

monito

ring

techni

ques of

CRD of

male &

Female

teache

rs
GENDE

MT

FT

TOTAL

∑X

270

249

519

EI ∑X

537

663

1200

2.7

2.49
2.59

( 1.

38

0.65

0.85

100

100

200

Table

4.6

Sum

mary
of

ANOVA

on 2x2

(EI X

GENDE

R) the

scores

of

Monito

ring

Techni

que

Source

of

SS

d
f

MS

F-ratio

varianc

SSGEN
DER

0.305

0.305

1.27

SSEI

4.16

SSSEX

*EI
7.02

7.02

29.25

SSWIT

H IN

95.875

396

o.24

SSTOTA

L
104.2

399

The

results

of 2x2

(EI X

GENDE

R) are

show

in

Tables

4.5&4.

6.

There
are

two

signific

ant

effects.

One

signific

ant

effect

is due

to

Emotio

nal

intellig

ence

(EI) for

which

F ratio

is F=

4.16

for

1,396
df. The

other

is due

to the

interac

tion

effect

of Sex

X EI for

which

F ratio

is F =

29.25

Both

these

values

are

signific

ant at

p<..01

Level.

The
main

effect

of

gender

is non

signific

ant

(F1,396

=1.27).

For

signific

ant

main

effect

of EI

due to

Sex,

the

mean

scores

of

Monito
ring as

one of

the

CRDT

were

compa

red. It

is

found

that

the

mean

are in

favour

of high

emotio

nally

Intellig

ence

teache

r (X

=2.59)
as

compa

red to

X=1.6

for low

emotio

nally

intellig

ence

teache

rs.

This

signific

ant

main

effect

of

emotio

nal

intellig

ence
and

non

signific

ant

main

effect

of

gender

were

modifi

ed due

to the

signific

ant

interac

tion

effect

of

Gender

X EI

(F1,396
= 4.16).

INTERP

RETATI

ON

The

results

show

that

both

male

and

female

teache

rs who

are

high on

EI,
adopt

Monito

ring as

techni

que of

CRD

signific

antly

more

than

the

male

teache

rs of

low EI.

Howev

er,

female

teache

rs who

are low
on EI

are

signific

antly

better

in

monito

ring as

compa

red to

males

LEI. Fig

4.2

below

clearly

depicts

this

signific

ant

interac

tion.
2

MONIT

ORING

1
1

HEI

LEI
DESCRI

PTION

OF

RESULT

S OF

2X2

ANOVA

ON

THE

SCORE

OF

MODEL

LING

TECHNI

QUE

OF CRD
Table

4:7

Values

of

mean

scores

on

modell

ing

techni

ques of

CRD of

male &

Female

teache

rs
MT

FT

Total

∑X

94

89

183

∑X

94

89

1.83

0.94

0.89

0.195


0.23

0.31

0.27

100

100

200

Table

4.8

ummar

y of

ANOVA

on 2x2

(EI X

GENDE
 R) the

scores

of

Modell

ingTec

hnique

of CRD

dfM variance
SS

SSGENDER 0.04 1 0.04 0.181

SSEI 0.89 1 10.89 49.5

SSSEX *EI 0.09 1 0.09 0.4

SSWITH IN 89.98 396 0.22

SSTOTAL 101 399

The results of 2x2 (EI X GENDER) are show in Tables 4.7&4.8. There are two significant

effects. One significant effect is due to Emotional intelligence (EI) for which F ratio is F= 49.5

for 1,396 df. The other is due to the interaction effect of Sex X EI for which F ratio is F = 0.4

Both these values are non significant . The main effect of gender is non significant

(F1,396=0.181). For non significant main effect of EI due to Sex, the mean scores of modelling as

one of the CRDT were compared. It is found that the mean are in favour of high emotionally

Intelligence teacher (X =0.195 as compared to

X=1.27for low emotionally intelligence teachers.

This significant main effect of emotional intelligence and non significant main effect of gender

were modified due to the significant interaction effect of Gender X EI (F1,396= 49.5).

INTERPRETION

Because there is no significant main effect of Gender and interaction effect of Gender with EI

therefore, the effect of emotional intelligence is not effective influenced by Gender. It means for

modelling on a classroom discipline technique high emotional intelligence of teachers

contributes significantly.
 DESCRIPTION OF RESULTS OF 2X2 ANOVA ON THE SCORES

OF RESPONSIBILITY TECHNIQUE OFCRD

Table 4:5

Values of mean scores on responsibility techniques of CRD of male & Female teachers

MT FT Total

∑X 267 267 534

∑X 527 743 1270

X 2.67 2.67 2.67

  1.16 0.54 0.88

N 100 100 200

Table 4.4

Summary of ANOVA on 2x2 (EI X GENDER) the scores of

Responsibility Technique of CRD

The results of 2x2 (EI X GENDER) are show in Tables 4.9&4.10. There are two significant

effects. One significant effect is due to Emotional intelligence (EI) for which F ratio is F= 59.1
for 1,396 df. The other is due to the interaction effect of Sex X EI for which F ratio is F = 0.4

Both these values are non significant . The main effect of gender is non significant (F 1,396=0.25).

For non significant main effect of EI due to Sex, the mean scores of responsibility as one of the

CRDT were compared. It is found that the mean are in favour of high emotionally Intelligence

teacher (X =2.67)as compared to

X=0.25for low emotionally intelligence teachers.

This significant main effect of emotional intelligence and non significant main effect of gender

were modified due to the significant interaction effect of Gender X EI (F1,396= 59.1).

INTERPRETION

Because there is no significant main effect of Gender and interaction effect of Gender with EI

therefore, the effect of emotional intelligence is not effective influenced by Gender. It means for

responsibility on a classroom discipline technique high emotional intelligence of teachers

contributes significantly.
S
DESCRIPTION OF KEY WORDS

DISCIPLINE

The word ‘Discipline’ is derived from the certain root ‘discipulus ’ meaning pupil or discipline.

Discipline literally means the process of learning and training, which is for specific ends.
White Head (1965) rightly remarked that “no part of in life can we do without discipline nor can

use do without freedom. Freedom is a condition for effective discipline, and discipline is a

product of freedom”.

CLASSROOM DISCIPLINE

The American Heritage Dictionary (2001) gives the following four definitions as the most

common of meanings for the term: (1)the development of mental faculties (i.e. mental

discipline) by Instruction and exercise (2)training to act in accordance with established rules

(3)indoctrination to rule and (4)training through suffering ‘Development’ ‘training ‘and ‘mental

discipline’ may or may not be compatible with the freedom and self-determination of the person

undergoing training. However, the

third and fourth definition specifically call for subjugation of one person to the will of

another trough suffering or indoctrination and thus deny the individual his her freedom.

The several meanings given to the word reflect the varying orientations and frequent

confusion of educational theorists and practitioners in thinking about discipline.

Whatever the variant meanings for the terms, discipline educators most often think of it as the

degree of classroom order, as the technique by which they have established order.
or as a euphemism for punishment. Major misunderstanding could be avoided by making

clear which of the following meanings is intended(Lewis. 1997).

1. Discipline equals degree of order used in this sense discipline refers to the degree

order established in a groups. This definition merely notes presence or absence of

discipline in a setting and fails to indicate causative factors (Bushweller,2005).

2. Discipline equals management techniques in this sense, discipline refers to the methods

educators believes to be effective in establishing order. This remark makes a value judgment

on the manner in which discipline is established and maintained (Bushweller,2005)

3. Discipline equals punishment in this sense the word is used as a euphemism for punishment.

Actually punishment is only one subcategory of the whole range of alternatives referred to in

the techniques of management: But when used in this way.

Such punishment strategy can range from minor verbal rebukes to the infliction of corporal

punishment (Goatman.1997).

CLASSROOM DISCIPLINE TECHNIQUES

7. Punishment

8. Discussion

9. Recognition

10. Aggression

11. Involvement

12. Hinting

‘Punishment’ means a painful penalty inflicted on an individual by another person.

‘Discussion’ means is widely regarded as an important technique for couraging active

engagement with text. Therefore only those findings with significant values of less than .0083

will be considered as significant. There are significant differences between teachers with

high emotional intelligence in all of the six disciplinary strategies used, except, punishment.

Referring to the partial eta square values, emotional intelligence was found to have the most

impact of discussion strategy, explaining 30.1% its variance. This is followed by

recognition( 29.4% variance explained ) hinting ( 27.2% variance explained), involvement

( 12.6% variance explained ) and aggression ( 8% variance explained)

EMOTIONAL INTELLIGENCE
Emotional intelligence has its roots in the concept of social intelligence first coined by E.L

Thorndike in (1920),who has groped intelligence, concrete intelligence and social intelligence.

Gardner(1983)Advanced Thorndike’s ideas of intelligence including interpersonal and

intrapersonal intelligence.

Goleman 1996) defined that an individual’s success at work is 80% dependent on emotional

intelligence and only 20% dependent on intelligent Quotient.

CHARATERSTICS OF EMOTIONAL INTELLIENCE

 It is non-cognitive and non physical capacity of the organism.

 It is an internal the organism to perform its activities properly.

 It is Unutterable.

 It energizes the organism to accomplish the required tasks:

Level of emotional intelligence is neither genetically fixed nor does it develop only in early

childhood and develop throughout life.

IMPORTANCE OF EMOTIONAL INTELLIGENCE

 It enables human beings to respond appropriately to a variety of environment

situations .

 It provides a critical edge in work, family, social, and even spiritual setting awareness

brings over inner world into focus

 Preventive measures against bad behavior, frustration, depression etc collectively

taken of stress.

OBJECTIVES

To study the

5. Emotional intelligence of Male Teachers.

6. Emotional intelligence of Female Teachers.

7. Classroom discipline techniques of the Male Teacher.

4. Classroom discipline techniques of the Female Teachers.

5. Classroom discipline techniques of high emotional Intelligent Teachers.

6. Classroom discipline techniques of low emotional Intelligent Teachers.

7. Interaction effect of Gender and Emotional Intelligence of teachers on their

Classroom Discipline Techniques

HYPOTHESIS

1. There are no significant differences in the Classroom Discipline Techniques of Male

and Female teachers.

2. There are no significant differences in the Classroom Discipline Techniques of

High and Low Emotionally Intelligent teachers.

3. There is no significant interaction effect of gender and Emotional Intelligence on

Classroom Discipline Techniques of teachers.

a. There are no significant differences in the Classroom Discipline Techniques of Male

and Female teachers with High Emotional Intelligence.

b. There are no significant differences in the Classroom Discipline Techniques of Male

and Female teachers with Low Emotional Intelligence.

c. There are no significant differences in the Classroom Discipline Techniques of

between Emotionally High and Low Intelligent Male teachers.

DELIMITATION OF THE STUDY

4. The teachers teaching in Govt.& Govt. aided schools only

5. The sample of teachers will be drawn from two cities only i.e Jalandhar & Nakodar.

6. Only the secondary school teachers will act as subjects in the sample .

PURPOSE OF THE STUDY

4. To study the Classroom Discipline Techniques adopted by secondary school teachers.

5. To study the Emotional Intelligence of Male and Female Teachers.

6. To study the Classroom Discipline Techniques of teachers with respect to their Gender and

Emotional Intelligence.

SAMPLE

The study will be conducted on 400 Secondary School teacher ( 200 Female

Teachers and 200 Male Teachers ) This Sample will be randomly drawn from the

Population of teachers working in government and government aided schools of Jalandhar and

Nakodar Cities.

DESIGN
 CRDTT

_____________________________________

HEIT LEIT

( 30% of n &n ) (30% of n &n)

___________________ _______________

MT FT MT FT

(n =100) (n =100) (n =100) (n =100)

CRDTT ------ Classroom Discipline Techniques of Teachers

MT -------- Male teachers

FT ---------------- Female Teachers

HEI -------- High Emotionally Intelligent.

LEI -------- Low Emotionally Intelligent.

TESTS / SCALE

1. A scale of classroom discipline techniques ( to be prepared by the investigator).

2. An emotional intelligence scale in English ( Harjit & Supreet 2005) will be

administered to the teachers in the sample.

PROCEDURE
  The investigator will administer the two scale i.e, the scale of emotional

intelligence ( Harjit & Supreet 2005 ) and classroom discipline techniques

(to be prepared by the investigator) to a sample of 400 teachers working in

two cities Jalandhar and Nakodar.

 On the basis of emotional intelligence scores the two groups of teachers will be

formed i.e Teachers with High(scoring above P70) and Low (scoring below P30)

on emotional intelligence. And each groups of teachers formed on the basis of

the High and Low emotional intelligence with respect to each gender it will lead

to the formation of four subgroups of teachers i.e.

3. High Emotional Intelligence of Male Teachers.

4. Low Emotional Intelligence of Male Teachers.

3. High Emotional Intelligence of Female Teachers.

4. Low Emotional Intelligence of Female Teachers.

 The classroom discipline Techniques adopted by its teachers in all the four

groups will be studied as per the proposed design and its statistical analysis.

STATISTICAL ANALYSIS
 The data will be analysed by 2x2 analyse of variance. Here, the two independent

Variables will be

3. Gender and,

4. Emotional intelligent of Teachers.

Therefore, the effect of which will be studied on a single dependent variable i.e,

Classroom discipline techniques. The data is likely to be obtained in percentage

of teachers advocating each technique of classroom discipline. Therefore, the

significance of difference in percentage obtained by each group of teacher on

classroom discipline technique will be compared by 2x2 ANOVA and the mean

difference in percentage of in two group will be compared by t test.

REFERENCES

Rahimah H A, Norani M S.(1977). Bullying and violence in the Malaysian school. In

 toshio ohsake (e.d.), violence at school, 57-71 Lausame, Switzerland, UNESCO

International Bureau of Education.

Khaleej-Times Dubai,(2006). UAE, Malaysia to ban public can in school. Accessed on

March 8,2006 from www.corpun.com M C Millian J.H. & Schumachar. S. (1993).

Research in education; a conceptual introduction. New York : Haper Collins collage

Publishers

Heyns, M (2000) Quality education : revival of staff induction in school. South Africa

Journal of Education, 20(2); 160-296.

Mazibuko, E.Z(1999). Understanding the experiences of beginning secondary school

Teachers. 45(5-6); 589-602.

Goleman D.(1995). Emotional intelligence; Why it can matter mere than I Q. New York

Bantam Books.

Stuhlman, M W. Pianta, RC.(2002). Teachers’ narratives about their relationship with :

Children : Associations with behavior in classrooms. School Psychology Review,

31 (2),148-163.

Fredrick L D.(2000) Deitz S M, Bryceland, J A, Hummel J H. Behavior analysis,

education, and effective schooling. Reno, NV: Context Press.

Goleman D.(1995) Emotional intelligence: Why it can matter more than IQ. New

York: Bantam Book.

Ingersill R M. Smith Tm.(2003) The wrong solution to the teacher shortage. Educationl

Leadership, 60(8), 30-33.

Mayer J D, Caruso D, Salovey P,(1999) Emotional intelligence meets traditional standed

for an Intelligence. New York: Port Chester.

Noriah M I. Ramlee M,Zuria M.Siti R A. (2006). Emotional intelligence of Malaysian

Teachers: Implications on workplace productivity. Internationals Journal of

Vocational Education and training,14(2), 8-24.

Quebbeman A J, Rozell E J. (2002). Emotional intelligence and dispositional affectivity

as moderators of workplace aggression: The impact on behavior choice. Human

Resource Management Review,12(1),125-143.

Singh D.(2006). Emotional intelligence at work: A professional guide. New Delhi: Sage

Publications Pvt. Ltd.

Weisinger H.(2004). The Emotional Intelligent Financial Advisor. Chicago111.:

Dearborn Trade Publishing /Kaplan publishing.

classroom setting (Fredrick,Deitz,Bryceland,&Hummel,2000).classroom discipline management

involves teachers encouraging positive social interactions as well as active management in

learning and self-motivation.