Teacher Accountability in Relation to Emotional Intelligence

Abstract

Accountability has always been a part of all the educational system across the nations. Under the Indian constitutional provisions education is an equal accountability of Centre as well State Governments. Both are responsible for the qualitative improvements in the nation’s educational system whereas each and every individual personnel (from top to bottom) plays an important role in this job and is held equally accountable for its positive growth. As the area of educational accountability is so vast; therefore this study was undertaken to explore the area of teacher accountability in context of value education. The sample is consisted of 200 secondary school teachers of Amritsar district, both from Government and Private sectors that was further divided into two equal groups of male (100) and female (100) from both streams science as well as arts. The descriptive research method was used. Teacher Accountability Scale for Value Education (constructed by investigator herself) and Emotional intelligence scale by Hyde, Pethe and Dhar (2011) was used for data collection. Pearson Product Moment Correlation (r) was used to find out the degree of relationship between the criterion variable and independent variable whereas Mean, S.D. and t-test were applied to find out significant differences between criterion variable in terms of their gender and stream. The findings of the present study revealed that Emotional Intelligence of the secondary school teachers plays a significant role in their accountability for value education. The study also found that there is no significant difference in the teacher accountability for value education among secondary school teachers with respect to their gender (male and female) and stream (science and arts).