THE EFFECT OF EMOTIONAL INTELLIGENCE AND SELF-EFFICACY ON THE EFFECTIVENESS OF PROSPECTIVE TEACHERS IN PUBLIC UNIVERSITIES OF LAHORE, PAKISTAN

Abstract

The productivity of teaching and learning process is determined by student’s performance or achievement, while the students’ accomplishment depends upon various factors which are broadly divided into two domains internal & external, internal aspects like self-motivation, corporeal or cognitive health, self-confidence etc. whereas external aspects include classroom environment, content knowledge, economical background, parental education and so on. However, the foremost significant component among mentioned factors as well as the aspect on whom ample of other factors relay is Teacher Effectiveness or Competence. Teacher effectiveness is a matter that is related to teacher’s desire and determination in achieving a set of goals which aims to improve students’ achievement. This pivotal element of education system is also associated with sub-factors; personal & psychological. The study aims to investigate the impact of two psychological factors; Emotional intelligence and Self-Efficacy over the effectiveness of prospective teachers in public universities of Lahore, Pakistan. The researcher used purposive sampling technique for the selection 300 participants. The data was collected through three instruments, out of which two of them were standardized (Self-Assessment Instrument for Teacher Evaluation-II & Teachers’ Sense of Efficacy Scale (Short form) ) were adopted whereas the remaining one was constructed by researchers themselves (Emotional Intelligence Scale). Researchers applied three different statistical tests: Pearson r Product Moment correlation, Multiple Regression and t-test of Independent samples test. On the basis of analysis and findings, it is concluded that there is a significant positive relationship among the variables of study and it also been observed that there is a significant influence of both independent variables (Emotional Intelligence and Self-efficacy) over teachers’ effectiveness. However, no significant difference has been found in Teacher competence of pre-service teachers on the basis of their gender.