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Article
Contribution Value of Spiritual Intelligence, Emotional Intelligence and Self-Efficacy in Academic Achievement of B.Ed. Student Teachers
G. N. Tiwari*, Harjot Kaur Dhatt
Amity Institute of Education, Amity University, Noida, India
* Author to whom correspondence should be addressed; Email: [email protected]
Article history: Received 3 January 2013, Received in revised form 1 March 2014, Accepted 6 March 2014, Published 7 March 2014.
Abstract: Spiritual intelligence, emotional intelligence and self-efficacy in context of academic achievement of student teachers refer to the positive psychological abilities which help them in bringing about desired result of their own commitment and learning and as well as of their students during teaching practice. The whole query of interest in this study is how the changes in the spiritual intelligence, emotional intelligence and self-efficacy are
associated to the academic achievement. Multiple linear regression analysis showed that emotional intelligence is strong predictor of academic achievement rather than self-efficacy and spiritual intelligence.
Keywords: Spiritual intelligence, emotional Intelligence, self-efficacy, academic achievement
1. Introduction
It can be said that teachers are the social engineers, who can either make or mar the society.
Teacher plays an important role in the social reconstruction and in the transmission of wisdom, knowledge and experiences of one generation to another. Children are the potential wealth of a nation.
They are always exposed to the knowledge of the teacher. It is therefore necessary to realize that the emerging Indian society can achieve all round development with the help of the teachers who act as a powerful agency in transmitting its cherished values. A teacher is not only a curator of a nation’s values but is also a creator par excellence of new values.
According to American Commission on Teacher Education remarked that the quality of a nation depends upon the quality of its citizens and the quality of its citizens depends upon the quality of their teachers.
Quality of teachers is the most important and decisive factor influencing student outcomes in every aspect. Teacher education plays a key role in determining the quality of teachers. Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the
classroom, school and wider community. It is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. The nature of this professional course is that it aims at bringing about certain attitudinal changes for those who undergo this programme. And who undergoes
this programme is termed as student-teacher/teacher-trainees/pupil-teachers. In this study the term
“student-teacher” has been used.
A student-teacher is distinct from a regular teacher as she /he has to fulfil her/his duties of being a student and as well as of being a teacher. Fundamentally, the student-teacher must consider oneself and behave as a beginning professional. He is expected to act professionally, working with the
cooperating teacher, the university supervisor, professional colleagues, and students to strengthen their skills and knowledge as a teacher.
Investigation by Deota (2012) revealed that B.Ed. students during their course faces variety of problems viz. coping with the practice teaching, use of statistics, speaking English, meeting submission deadlines, lengthy syllabus, high work load, tension of future job and it has also been reported that students do get badly frustrated. It can be said student-teachers have their own set of problems and environment. How they face challenges, direct their actions, and succeed? This research is driven to find its answer in concept of Spiritual intelligence and emotional intelligence in association to academic achievement of student teachers.
The whole B.Ed. Course process is potentially based on social experiences. Any social experience involves perceiving, understanding and managing of emotions of self and of others.
Emotional Intelligence is the area of cognitive ability involving traits and social skills that facilitate interpersonal behaviour. While intelligence can be broadly defined as the capacity for goal-oriented adaptive behaviour, EI focuses on the aspects of intelligence that govern self-knowledge and social adaptation. E.L. Thorndike, an American educational psychologist, in 1920 described a concept he called social intelligence, explaining it as "the ability to understand and manage men and women and to act wisely in human relations." This concept of social intelligence spawned the foundation for the Emotional Intelligence we discuss today. In 1983, Howard Gardner in his book “Frames of Mind: The Theory of
Multiple Intelligences” introduced the concept of multiple intelligences. The concept of multiple intelligence gave grounded base for many researchers to view ‘dealing with emotions’ as intellectual
construct. In this book Gardner describes several different intelligences including: Interpersonal intelligence - the capacity to understand the intentions, motivations and desires of other people and Intrapersonal intelligence - the capacity to understand yourself, to appreciate feelings, fears and motivations. These two types of intelligence form the foundation for most of the models created on
Emotional Intelligence.
In 1995, Daniel Goleman’s book “Emotional Intelligence, Why It Can Matter More than IQ”
placed the topic into the spotlight. He gave hierarchical model proposes five emotional competencies:
(1) the ability to identify and name one’s emotional states and to understand the link between emotions, thought and action; (2) the capacity to manage one’s emotional states; (3) the ability to enter into
emotional states (at will), associated with a drive to achieve and be successful; (4) the capacity to read, be sensitive to, and influence other people’s emotions; and (5) the ability to enter and sustain satisfactory
interpersonal relationships.
Significant amount of research and attention has been given to identifying relationships between emotional intelligence regarding, life satisfaction (Palmer, Donaldson, & Stough, 2002), social
relationships (Lopes, Salovey, Nezlek and Schütz, 2004), achievement (Parker, 2005), and leadership (Gardner and Stough, 2002). Relationship of emotional intelligence with group performance (William and Sternberg, 1988), individual, interpersonal skills, managing change and conducting performance evaluations (Goleman, 1996) also been reported.
It is well known fact that school or any other educational institute is miniature society, where every member i.e. students, teachers and whole administration grows and develop and within which all the members, their actions and their knowledge are interrelated and interact with the surrounding environment. The functioning of the institution depends on how well this interaction occurs. So it can be said that emotional intelligence predictor of success. Emotional intelligent teacher create a positive environment for learning by better managing their own emotions ad of their students.
Apart from emotional intelligence, self-efficacy of a teacher is another important factor in successful teaching-learning process. The concept of self-efficacy developed in Albert Bandura’s studies of human social cognition theories which further have roots in Miller and Dollard’s (1941) theory of
social learning and imitation that rejected behaviourist notions of association-ism in favour of drive
reduction principles (Pajares, 2002). This theory of social learning provided base for Bandura and Walters’ (1963) write-up Social Learning and Personality Development, broadening the frontiers of social learning theory with the now familiar principles of observational learning and vicarious
reinforcement. In 1977, with the publication of "Self-efficacy: Toward a Unifying Theory of Behavioural
Change," Bandura conceptualized the self-beliefs as self-efficacy. The fundamental assumption of Bandura’s concept of self-efficacy is that people are self-organizing, proactive, self-reflecting and self- regulating rather than a reactive organism shaped and shepherded by environmental forces or driven by concealed inner impulses (Pajares, 2002).
Allinder (1994), Guskey (1994), Stein & Wang (1988), Coladarci (1992) and Ross (1994) in their researches showed that a teacher with high assurance in his capabilities deliver his duties with extended effort.
The qualities that are required the most in context of teachers are that which make them contended in challenging situations, i.e. spiritual intelligence. The term spiritual intelligence, yet being familiar, is comprehensive and difficult to define. Many people seem to confuse it with established religions/faiths. According to Zohar (2000), spiritual intelligence is independent of religion and according to Amram (2007), it is even different from spirituality. Spirituality means sensitivity to internal and eternal reality of ultimate meaning, higher consciousness and transcendence whereas spiritual intelligence is ability to use this sensitivity in daily life for better functioning and adaptation.
Hence, in words of Amram (2007) spiritual intelligence can be differentiated from spiritual experience e.g. a unitary state or spiritual belief e.g. a belief in God.
The history of the term SI begins with the introduction of another kind of intelligence called
existential intelligence in the theory of Multiple Intelligences (MI) by Howard Gardner in 1999, He describes this as “the intelligence of big questions” (Gardner, 1993, p. 20), based on the human tendency
to contemplate the most fundamental questions of life.
After Gardner, Emmons (2000b) proposed five components for SI, (a) ability to utilize spiritual resources to solve problems; (b) ability to enter heightened states of consciousness; (c) ability to invest everyday activities and relationships with a sense of the sacred; (d) capacity for transcendence of the physical and material. Vaughan (2002) asserted that Spiritual intelligence is concerned with the inner life of mind and spirit and its relationship to being in the world. Spiritual intelligence has also been described as the ultimate intelligence by Zohar and Marshall (2000), who place it at the top of a
hierarchy, with emotional intelligence below and rational intelligence (IQ) below that. The focus of their definition of spiritual intelligence is on issues of meaning, Zohar and Marshall (2000) defined it as the intelligence with which we address and solve problems of meaning and value, the intelligence with
which we can place our actions and our lives in a wider, richer, meaning giving context. (p. 3). Zohar and Marshall’s definition also highlights and hints at linking SI to a sense of connection to the wider and
greater whole. According to Zohar and Marshall (2000), indications of a highly developed spiritual intelligence include: the capacity to be flexible (actively & spontaneously adaptive); a high degree of self-awareness; a capacity to face and use suffering; a capacity to face and transcend pain; the quality of
being inspired by vision and values; a reluctance to cause unnecessary harm; a tendency to see the connections between diverse things (being ‘holistic’); a marked tendency to ask ‘Why?’ or ‘What if?’
questions and to seek ‘fundamental’ answers and possessing a facility for working against convention.
(p. 15)
Sisk (2002) defined spiritual intelligence “as a deep self-awareness in which one becomes more and more aware of the dimensions of self, not simply as a body, but as a mind-body and spirit.” It can
be employed to reach the extraordinary place in which our mind no longer produces data of the type
wanted or needed and the need for intuition becomes accelerated.
Amram’s (2007) gave an extensive and grounder theory of spiritual intelligence. His
conceptualization was based on the assumptions that spiritual intelligence “can be differentiated from spiritual experience (e.g., a unitary state) or spiritual belief (e.g., a belief in God)” (p. 1). He defined
spiritual intelligence as the ability to apply, manifest, and embody spiritual resources, values, and qualities to enhance daily functioning and wellbeing. Amram (2007) identified seven major themes of spiritual intelligence, these were: (1) meaning (experiencing meaning and purpose in daily activities);
(2) consciousness (trans-rational knowing, mindfulness, and practice); (3) grace (trust, love, and reverence for the sacred); (4) transcendence (holism, nurturing relationships and connections); (5) truth
(acceptance, forgiveness, and openness to all truth); (6) peaceful surrender to Self (egolessness, accepting one’s true nature); and (7) inner-directed freedom (liberation from attachments and fears,
discernment, integrity).
David B. King (2008) re-conceptualized Spiritual intelligence and defined it as a set of mental capacities which contribute to the awareness, integration, and adaptive application of the nonmaterial and transcendent aspects of one’s existence, leading to such outcomes as deep existential reflection,
enhancement of meaning, recognition of a transcendent self, and mastery of spiritual states
Researches by Litwinczuk and Groh (2007), Brillhart (2005), George (2006) Emmons (2000), Faribors, Fatemeh and Hamidreza (2010) showed importance of spiritual intelligence in relation to life- purpose, well-being, personal security, happiness and ability to handle adverse situations. Mahajan (2011) showed significant relation between spiritual intelligence and academic achievement
From above speculation it is clear that spiritual intelligence is vital in every strand of life. It can be said that spiritual intelligence is the groundwork for boosting personal advancement and of others.
i.e. a spiritually intelligent person do good not only for himself but also encourage people around him.
This makes him a natural leader. This outcome is of vital importance especially for a teacher. In a class-
room he is a leader who leads and guides his students on an expedition of knowledge. He is a role model in his class. A teacher’s intellect level and behaviour directly affect his students. Great teachers need to use their hearts and souls in addition to their minds. So a teacher must have some qualities such as: high
self-awareness level, ability to be spontaneous, seeing his day to day teaching in broader context, awareness of his students, finding deeper meaning of teaching, feeling of responsibility, humility, ability to stand by his convictions, open to changes for improvement etc. all these qualities are essential for a teacher to deal with all the concerns in his class room, personal and professional life.
2. Rationale of the Study
The major objective of education is the overall harmonious enhancement of the students.
Teachers develop combative, affective and cognitive capabilities by organizing different actions of the same domain. There is no even a single component with respect to impact of teachers on students. Recent
studies propose to focus on these components like the emotional intelligence, spiritual intelligence and self – efficacy in association to accomplishment of student teachers. Teachers play a significant role in
developing an emotionally intelligent child. In recent times therefore, attention has been given to identifying relationships between emotional intelligence regarding, life satisfaction (Palmer, Donaldson,
& Stough, 2002), social relationships (Lopes, Salovey, Nezlek and Schütz, 2004), achievement (Parker,
2005), and leadership (Gardner and Stough, 2002). Relationship of emotional intelligence with group performance (William and Sternberg, 1988), individual, interpersonal skills, managing change and conducting performance evaluations (Goleman, 1996) also been reported. It is that an emotionally
intelligent teacher can make a society of respect, trust and support for enhanced teaching learning procedure. Also the self – efficacy of a teacher is another significant feature in the process of successful teaching – learning. The features that are needed the most in the perspective of teachers are that which
make them competing in the difficult circumstance, that is, spiritual intelligence. Most of the researches made by Brillhart (2005); George (2006); Litwinczuk and Groh (2007); Faribors, Fatemeh and
Hamidreza (2010) depicted significance of spiritual intelligence in association to the well – being, life –
purpose, personal happiness, security and capability to deal with adverse conditions. It is expressed by Mahajan (2011) that there is a significant association among spiritual intelligence and academic achievement. There are many studies that deal with the relationship between the emotional intelligence
and academic achievement of the students, relationship between the spiritual intelligence and academic achievement of the students and regarding the importance of self – efficacy of the students in their
academic accomplishment. There are many studies that deal with the relationship between the emotional
intelligence and academic achievement of the students, relationship between the spiritual intelligence and academic achievement of the students and regarding the importance of self – efficacy of the students
in their academic accomplishment. The research gap identified in the prior studies is that there are no studies that investigate into contribution value of spiritual intelligence, self-efficacy, emotional intelligence in predicting academic achievement of B.Ed. student-teachers.
Moreover, this study particularly undertaken to gain firm research evidences bases on which designing a special program for B.Ed. student-teachers is intended to enable them to deal with stress and challenges involved in B.Ed. course. National Curriculum Framework, 2005 gave importance to the role of teacher education in order to develop an effective teacher. It is evident from the studies that a teacher education program focused on nurturing spiritual intelligence, self-efficacy, emotional intelligence in student teachers will be very useful. Development of any such program will require relevant research evidence for the role of these variables in developing an effective humane teacher. It is pertinent to study the correlation between these variables as well as to study contribution of these variables in the
achievement of student 2.1. Objective
To examine the contribution of spiritual intelligence, emotional intelligence and self-efficacy in academic achievement of student-teachers.
2.2. Hypotheses
H1: There will be no significant contribution of spiritual intelligence in academic achievement B.Ed.
student teachers.
H2: There will be no significant contribution of emotional intelligence in academic achievement of B.Ed. student teachers.
H3:There will be no significant contribution of self-efficacy in academic achievement of B.Ed. student teachers.
3. Methodology
In the present study, according to the nature of objectives of the study descriptive survey method has been adopted. For this sample was selected randomly and data was collected by administering data collection tools.
3.1. Sample
Population of the present study includes the entire B.Ed. students of different colleges of education in Kapurthal District of Punjab. Sampling technique in this study is random sampling. Three colleges were selected randomly from the nine colleges of education of kapurthala district by choosing chits. Sample of 300 B.Ed. Student-teachers from three colleges of education viz. DIPS college of Education, Dhillwan, Kapurthala, Punjab, KamlaNehru College of Education, Phagwara, Kaurthala, Punjab and Ramgharia College of Education, Phagwara, Kapurthala, Punjab.
Table 1. Sample Distribution Name of College
DIPS College of Education
Kamla Nehru College of Education Ramgarhiya College of Education Total
No. of Students 95
104 101 300
3.2. Tools
The following tools will be used in the study:
1) Spiritual Intelligence Scale by Santosh Dhar and Upinder Dhar.
This scale is a 5-point likert type scale having 53 items measuring spiritual intelligence in six dimensions namely: benevolence, modesty, conviction, compassion, magnanimity and optimism. The reliability of the scale has been determined by applying split-half technique on data collected from the sample of 323
subjects. The reliability coefficient is 0.98. The scale has high validity value of 0.99.
2) Teacher’s Emotional Intelligence Inventory by Shubhra Mangal.
It is a self-administering inventory with 5-point likert type scale consists of 200 items of four factors
— awareness of self and others professional orientation, intrapersonal management, interpersonal management. Reliability of the scale is based on test-retest and split-half method. Corresponding reliability of test-retest and split-half method are 0.96 and 0.95 respectively. Criterion related Validity coefficient of the scale is 0.65.
3) Self-prepared Student-teacher Self-efficacy scale.
The scale is 10 point scale which has been prepared by following Bandura’s Guideline for preparing Self-efficacy Scale. Split-half method has been employed and self-correlation between two halves was estimated as r=0.4868 and reliability coefficient of the whole test is found to be 0.654.
4) Year End Examination scores and teaching practice assessment scores are used for assessing academic achievement of B.Ed. pupil teachers.
3.3. Procedures of Data Collection
Data for the study was collected by administering Teacher’s Emotional Intelligence Inventory
and Spiritual Intelligence Scale to the students of B.Ed. of four different colleges of Education. For which prior permission was requested from the admins of the selected colleges. Data was collected according to availability of free lectures. The obtained data with respect to different background variables were tabulated and subjected to statistical analysis employing appropriate statistical techniques. Final examination scores were obtained through result gazette of respective colleges.
3.4. Analysis and Interpretation
After collection of the necessary data the researcher has tabulated the data systematically appropriate data analysis techniques were applied. A detail of data analysis and interpretation has been discussed as follows:
Objective of the study was to examine the contribution of spiritual intelligence, self-efficacy and emotional intelligence in the academic achievement of B.Ed. student teachers.
In order to achieve the objective, a regression analysis was applied using SPSS (Statistical Package for Social Science). The following tables were generated through SPSS Regression Analysis.
Table 2: Goodness of fit
Std. Error of the Model
1
R .286a
R Square .082
Adjusted R Square .073
Estimate 63.556 a. Predictors: (Constant), Self-Efficacy, Spiritual Intelligence, Emotional Intelligence
In above table R-Square represents the measurement of proportion of the total variability in the dependent variable i.e. academic achievement can be accounted to the independent variables i.e.
emotional intelligence, spiritual intelligence and self-efficacy. Value of adjusted R square is 0.073 that means 7.3% of the variability in the academic achievement can be justified by the independent variables emotional intelligence, spiritual intelligence and self-efficacy.
Table 3: Regression Model: Analysis of variance Model
1 Regression
Residual Total
Sum of Squares Df 106535.569 1195644.911 1302180.480
3 296 299
Mean Square 35511.856 4039.341
F-ratio 8.791
Significance 0.0001
Dependent Variable: Academic Achievement; Predictors: (Constant) Self-efficacy, Spiritual intelligence and Emotional Intelligence.
Above table reveals that F-value at degree of freedom (3, 296) is 8.791 at 0.0001<0.05 level, this means that spiritual intelligence, emotional intelligence and self-efficacy have significant association with academic achievement.
Table 4. Standardized Coefficients of variables entered in Equation
Standardized Unstandardized Coefficients Coefficients Model
(Constant) Emotional Intelligence
Spiritual Intelligence Self-Efficacy
B 528.549
0.131
Std. Error 32.712
.048 .171
Beta t-value Significance
16.157 .000
2.755 .006
0.199
0.077
.132
.034
.090
.132
1.509
2.253
.132
.025
Dependent Variable: Academic Achievement, Independent Variables: Self-efficacy, Spiritual intelligence and Emotional Intelligence.
Table shows that B coefficient of Emotional Intelligence and self-efficacy is significant and insignificant for spiritual intelligence. So, regression equation can be expressed as
Y=528.549+0.131EI+0.077SE+0.199SI
Where Y is academic achievement and EI is emotional intelligence, SE is self-efficacy and SI is spiritual intelligence. The equation can be interpreted as if emotional intelligence is increased by one unit then the dependent variable i.e. academic achievement increases by 0.131 times, keeping the other variable fixed. Also t-value for emotional intelligence is 2.755 being significant at p-value of 0.006<0.05. So the null hypotheses, H2i.e. there will be no significant contribution of emotional intelligence in academic achievement, is rejected. For, Spiritual Intelligence being independent variable as increased by one unit then academic achievement increases by 0.199 time. T-value for spiritual intelligence 1.509 is
insignificant at p-value of 0.132>0.05, hence it can be concluded that null hypotheses H1 i.e. There will be no significant contribution of spiritual intelligence in academic achievement, is accepted. Similarly for self-efficacy is increased by one unit then academic achievement increases by 0.077 times. Also, t- value for self-efficacy is 2.253 being significant at p-value of 0.025<0.05, hence the null hypotheses H3:
There will be no significant contribution of self-efficacy in academic achievement, is rejected. It can conclude from table that Emotional intelligence has highest contribution in Academic achievement;
following with contribution of Self-efficacy and spiritual intelligence have no significant contribution in academic achievement.
So in conclusion, null hypotheses H2and H3are rejected whereas null hypothesis H1 is accepted.
4. Result and Discussion
On examining the contribution of spiritual intelligence, emotional intelligence and self-efficacy in academic achievement of B.Ed. student-teachers, it has been found that Emotional intelligence has highest contribution in Academic achievement; following with contribution of Self-efficacy and spiritual intelligence have no significant contribution in academic achievement. While the current findings of significant contributions of self-efficacy in achievement is in sync with research literature, Zajacova, Lynch and Tspenshade (2005) and Bugoon, Meece and Granger (2012) also support the result that self- efficacy is a strong predictor of achievement. Also the result of significant contribution of emotional intelligence is achievement is supported by strong indication that emotional intelligence is predictive of academic success is provided in several studies (Parker, 2004; Swart, 1996). Whereas Barchard (2004) found that only some measures of emotional intelligence predicted academic success, and none of these measures showed incremental predictive validity for academic success over and above cognitive and personality variables.
The discovery insignificant contribution of spiritual intelligence in predicting achievement is new discovery, as research literature as well as present research shows significant correlation between the two constructs viz. spiritual intelligence and academic achievement but predictive value of spiritual intelligence for academic success is insignificant. However, no reported study has been found in this direction. In realization of main aim of education i.e. the all-round harmonious development of the B.Ed.
students, a teacher education program focused on nurturing spiritual intelligence, self-efficacy, emotional intelligence in student teachers is useful. While developing of any such program, results of present research are very useful. However as the results suggests that despite of significant correlation between spiritual intelligence and achievement, contribution of former is found to be statistically insignificant. So while designing the program more efforts should be in direction of inclusion of
activities and components enhancing emotional skills, self-efficacy and then spirituality components. As spiritual intelligence has significant correlation with achievement, it cannot completely reject. Religious beliefs and an abiding faith in God help in tolerance and stability of emotions (Singaravelu, 2007).
The design of program can include experiential learning materials / instructional strategies on Emotional Intelligence, self-efficacy and spiritual Intelligence, based on theoretical inputs from eminent contributors in this direction viz. Goleman (2002) and Zohar (2000) and Bandura (2006) and by relating them to the day-to-day life situations.
5. Conclusion
It can be concluded that emotional intelligence and self-efficacy has impact on academic achievement of student-teachers. However, empirically speaking spiritual quotient does not seem to have any significant contribution in academic achievement. But yet the current research supports the fact that
spiritual intelligence and academic achievement are significantly correlated but also, correlation does not imply causation. Statistically speaking, the current study may be perceived as lacking complexity.
Although the statistical methods employed (i.e., correlation-regression analyses through SPSS) may be very basic, they were the most suitable tools for examining the intelligence criterion suggested by Mayer et al. (2000). There is need to study further inter-dimensional correlation and contribution of spiritual intelligence emotional intelligence and self-efficacy in academic achievement of student-teachers.
Educational Implications
On examining the contribution of spiritual intelligence, emotional intelligence and self-efficacy in academic achievement of B.Ed. student-teachers, it has been found that Emotional intelligence has highest contribution in Academic achievement; following with contribution of Self-efficacy and spiritual intelligence in spite of having significant correlation with academic achievement, does not have
significant contribution value in predicting academic achievement. So, it can be said that in realization of main aim of education i.e. the all-round harmonious development of the B.Ed. students, a teacher education program focused on nurturing spiritual intelligence, self-efficacy, emotional intelligence in student teachers is useful. While developing of any such program, results of present research are very useful. Designing of program can be independent of gender, marital status, education qualification and prior-teaching experience. This will enlarge the applicability of the program and benefits can be extended to larger population. However as the results suggests that despite of significant correlation between spiritual intelligence and achievement, contribution of former is found to be statistically insignificant.
So while designing the program more efforts should be in direction of inclusion of activities and components enhancing emotional skills, self-efficacy and then spirituality components. As spiritual intelligence has significant correlation with achievement, it cannot completely rejected. Religious beliefs and an abiding faith in God help in tolerance and stability of emotions (Singaravelu, 2007).
The design of program can include experiential learning materials / instructional strategies on Emotional Intelligence, self-efficacy and spiritual Intelligence, based on theoretical inputs from eminent contributors in this direction viz. Goleman (2002) and Zohar (2000) and Bandura (2006) and by relating them to the day-to-day life situations. The components should be validated by taking some expert’s
opinions. The Experiential learning materials / strategies contained the following aspects: Lecture (theory input) with power point presentations, Group discussions among participants, Focused group discussions with a few invited guest experts too, Clippings (from movies and pictorials), Role-plays, Stories and real life situations.
In fact, the program for enhancements of emotional intelligence, self-efficacy and spiritual intelligence can be useful not only in the field/s of Education/Teacher Education/Higher Education, but
in all the fields, starting from the rural agriculture to the urban industrial/commercial/Govt. concerns throughout the Nation/Globe.
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