How Emotional Intelligence Can Help Indian Business School Teachers Succeed from Occupational Stress PDF Download
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Author: Garima Agrawal
Publisher: Rmhh
ISBN:
Category : Business & Economics
Languages : en
Pages : 0
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Book Description
The academicians are as of now estimated as the guardians to information and it fruitful use for the advancement of people as entirety. These general progressions have influenced the advanced education to part bewildering and centered one. Additionally, academic staff individuals especially in business schools in India are persistently under constant pressure for meeting day to day exercises; resultantly they experience the ill effects of work strife. In this manner it is demonstrated that educating in business schools is a traumatic work. Worry in the working environment can at last deny individuals of their soul and enthusiasm for the activity, bringing about hindered individual working, low inspiration and diminished spirit. Additionally, hosed activity, reduced excitement for working, high non-attendance rates, lessened capacity to perform, poor business execution, diminished profitability, low quality control, low quality products and services, and weakness, poor mental and physical health. The unsafe impacts of stress are decreased by numerous components identified with the individual and the organization, one of the most essential factors is emotional intelligence that shield from the experience of employment. Emotional intelligence has been described as the capacity of a man to see and fathom one's own feelings and others and control or manage those sentiments keeping in mind the end goal to animate self and additionally other individuals for achieving specific objectives. Emotional intelligence assumes a vital part to condense the feeling of anxiety among teachers. University teachers with elevated level of emotional intelligence utilize instruments which assist them with adjusting to ecological changes. Educators with short level of emotional intelligence then again do not have this capacity to change suitably to changing conditions. This chapter deals with the conceptual framework of emotional intelligence and occupational stress, and furthermore examines about the emotional intelligence and occupational stress in the business schools regarding Indian setting.
Author: Garima Agrawal
Publisher: Rmhh
ISBN:
Category : Business & Economics
Languages : en
Pages : 0
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Book Description
The academicians are as of now estimated as the guardians to information and it fruitful use for the advancement of people as entirety. These general progressions have influenced the advanced education to part bewildering and centered one. Additionally, academic staff individuals especially in business schools in India are persistently under constant pressure for meeting day to day exercises; resultantly they experience the ill effects of work strife. In this manner it is demonstrated that educating in business schools is a traumatic work. Worry in the working environment can at last deny individuals of their soul and enthusiasm for the activity, bringing about hindered individual working, low inspiration and diminished spirit. Additionally, hosed activity, reduced excitement for working, high non-attendance rates, lessened capacity to perform, poor business execution, diminished profitability, low quality control, low quality products and services, and weakness, poor mental and physical health. The unsafe impacts of stress are decreased by numerous components identified with the individual and the organization, one of the most essential factors is emotional intelligence that shield from the experience of employment. Emotional intelligence has been described as the capacity of a man to see and fathom one's own feelings and others and control or manage those sentiments keeping in mind the end goal to animate self and additionally other individuals for achieving specific objectives. Emotional intelligence assumes a vital part to condense the feeling of anxiety among teachers. University teachers with elevated level of emotional intelligence utilize instruments which assist them with adjusting to ecological changes. Educators with short level of emotional intelligence then again do not have this capacity to change suitably to changing conditions. This chapter deals with the conceptual framework of emotional intelligence and occupational stress, and furthermore examines about the emotional intelligence and occupational stress in the business schools regarding Indian setting.
Author: Garima Agrawal
Publisher: Classichouse
ISBN:
Category : Business & Economics
Languages : en
Pages : 0
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Book Description
The academicians are as of now estimated as the guardians to information and it fruitful use for the advancement of people as entirety. These general progressions have influenced the advanced education to part bewildering and centered one. Additionally, academic staff individuals especially in business schools in India are persistently under constant pressure for meeting day to day exercises; resultantly they experience the ill effects of work strife. In this manner it is demonstrated that educating in business schools is a traumatic work. Worry in the working environment can at last deny individuals of their soul and enthusiasm for the activity, bringing about hindered individual working, low inspiration and diminished spirit. Additionally, hosed activity, reduced excitement for working, high non-attendance rates, lessened capacity to perform, poor business execution, diminished profitability, low quality control, low quality products and services, and weakness, poor mental and physical health. The unsafe impacts of stress are decreased by numerous components identified with the individual and the organization, one of the most essential factors is emotional intelligence that shield from the experience of employment. Emotional intelligence has been described as the capacity of a man to see and fathom one's own feelings and others and control or manage those sentiments keeping in mind the end goal to animate self and additionally other individuals for achieving specific objectives. Emotional intelligence assumes a vital part to condense the feeling of anxiety among teachers. University teachers with elevated level of emotional intelligence utilize instruments which assist them with adjusting to ecological changes. Educators with short level of emotional intelligence then again do not have this capacity to change suitably to changing conditions. This chapter deals with the conceptual framework of emotional intelligence and occupational stress, and furthermore examines about the emotional intelligence and occupational stress in the business schools regarding Indian setting.
Author: G. Susmitha
Publisher: Discovery Publishing House Pvt Limited
ISBN: 9789386841872
Category : Education
Languages : en
Pages : 260
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Book Description
In any educational system, a teacher plays a vital role. The teachers role changes from time to time depending upon the social needs of the society in which she/he is working. As a change agent, he/she not only transacting the curriculum into practice but also to transform the communities into active partners in the development process of the country. The multiplicity roles to be played by the teachers demands social consciousness and emotional intelligence.
Author: Alozie Eugene Iheanyi (Fr)
Publisher:
ISBN: 9781504988834
Category : Emotional intelligence
Languages : en
Pages : 0
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Book Description
In the past ten years of pastoral vocation as a Catholic Priest, I have dedicated not less than eight years in apostolates intrinsically tied to mentoring of young people and classroom teaching. After completing my bachelor''s degree; I worked for six years as a secondary school principal in Nigeria before I received the call to come over to Europe for the continuation of my ministerial experience and learning. In all these years, both from studies and in practical experience, I have realized that education is meant to enhance the lives of people and improve them. In the course of researching for my Master''s degree, I became aware of the concept of emotional intelligence. I saw in it an apt and timely addendum to the entire course of research and to educational research in particular. The fact is that human life, its reality and goals is the very context inside which learning should be done and for which learning is done. This is what makes education have meaning and determines its usefulness, and it is only in this context that we can say that education prepares one for life and its challenges. Directly or indirectly, emotional intelligence makes a contribution to preparation for living in the modern world. Educational enterprise is not exclusive to the activities that take place within the four walls of a formal classroom. I accept the educational learning theory which says that learning is everywhere for a conscious mind, though it always needs to be tuned and guided. In fact there are a huge number of para-teachers, such as parents, coaches, mentors, pastors, inspirers, trainers and leaders, who do not know the extent to which their day-to-day teachings and drilling of others affect the psychology of society at large. This is because the teaching, mentoring and coaching of such para-teachers influences the emotional intelligence of their followers and learners, most often in a positive way. Emotional intelligence was a ground-breaking theory developed by Daniel Goleman, not only on to teach how best to teach and inspire, but also to make an important link between the learning achievement of the classroom and success in real life situations. This is called knowledge transfer in education. Everyone knows that there has been a fear springing from the evidence that the student''s ability to attain high academic scores in class work does not guarantee certainty for success in practical life after school. Practical evidence based on this statement is everywhere. We find people saying that life is larger than logic. Others say that school is one thing and life is another thing. The fact that many intellectual luminaries finish their education and come out to see themselves staggering and stumbling uneasily through the ups and downs of life, for which they have no already educationally-fashioned answers in their head, may not only indicate the limitations of their studied subject areas and knowledge in general, but also posits a question about what "intelligence" is. Could this be why so many do not have the motivation to go to school or at least to further their studies? When challenges come at times, knowledge often seems insufficient. However, when knowledge is linked to the concept of emotional intelligence, also called Intelligence2 (or Intelligence squared), or to put it simply when what one learns with the intellect is connected with what one has to face in life, there is a high probability of relative success in real life. That is why in this book the focus is on how school or academic work could be made more relevant, leading to some doing well in "life after school", in situations like marriage and friendship, child development and upbringing, leadership, nursing care, teacher competence, success in business and sales, pastoral work, public speaking, etc. This important breakthrough was made because a link was found in the human brain between the thinking brain, called the neocortex, and the emotional brain, called the amygdala, and their functions with regard to human actions and achievements. In general, emotional intelligence has placed a big question mark over our former way of measuring human intelligence and has, at the same time, evidently improved it. The emotional intelligence theory has not only managed to explain why one could do well in school but may not do well in real life, but has also discovered ways to link academic achievements with commensurate success in life. Taking from the findings of Daniel Goleman "that emotional intelligence could be taught", this work points the way to enhancing normal traditional teaching skills by developing the emotional intelligence of students, and in so doing creating a functional learning experience for others, both adults and the young alike. Emotional intelligence for me does not quarrel in any way with our existing academic methods but seeks to improve them though through a reactivation of our consciousness of our intra and inter personal skills. In fact, if education means that people should be more socially aware and achieve educational results that help them to become better, more caring citizens, then emotional intelligence is apt. There is no doubt that emotional intelligence has come to convert education into an instrument which makes man more humane. Humane behaviour is an expression of feelings and emotions; if the emotional intelligence of people can be improved, then this will lead to better ways of dealing with crisis situations and relationships as it reorientates their way of thinking and doing things. Emotional intelligence creates zeal for and encourages openness to new information and capacity building. Emotional intelligence doesn''t only acknowledge this fact but propagates and teaches how to channel one''s emotions to move life and the world forward in a positive way. This type of intelligence will do much service to the entire educational enterprise. Old institutions like religion will see in Intelligence2 how not to allow its true spark to fade away in the modern times as mentalities continuously change. In short, this is how emotional intelligence has created a mark and broken records of being the most acceptable type of intelligence; penetrating all the departments of life, which embrace its promise of maximum performance with excitement. With professional curiosity set afire in this area of research, I have been inspired to invite you to walk along with me on this path of great discovery that has made a great impact on all human concerns and progress. In this intelligence trek, we shall move, starting from the point of view of classroom teaching and learning, making some important connections and then looking into how emotional intelligence has made remarkable waves as very useful practical applications of knowledge in everyday life ranging from academics, management, health care, family life, pastoral work, counselling, public speaking, to business and sales and more. Let us find out how emotional intelligence seems to be pointing our focus towards that long expected "golden age of the human race" which has made it receive heart-warming recognition from all around the world, and been acclaimed an important "aha!" answer of our time.
Author: Ashley Katherine Vesely-Maillefer
Publisher:
ISBN:
Category :
Languages : en
Pages : 408
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Book Description
Research has confirmed job dissatisfaction, and high levels of occupational stress and burnout resulting from the emotional demands of teaching. This dissertation focuses on a potential solution to support teachers' psychological wellbeing in their paramount role to society: training in emotional intelligence. Recent research has demonstrated not only the positive role of emotional intelligence (EI) in enhancing stress management, coping skills, psychological wellbeing, and resilience, but that EI can be developed through EI training. Empirical evidence has recently shown support for EI training specifically within the teaching population. However, there remains a dearth of applicable empirically-based training programs aimed at effectively helping to manage teacher stress in the classroom. Building upon the success that EI training programs have had in a range of populations, the present research focused not only on the evaluation of one specific program, but also sought further understanding regarding the mechanisms through which EI influences positive outcomes. The current work follows the administration of three rounds of one such program, Managing Occupational Stress Through the Development of Emotional Intelligence (Gardner, Stough, & Hansen, 2008) to a group of pre-service teachers. These studies provide a comprehensive, theory-driven evaluation of: 1) the short-term and intermediate outcomes and 2) the implementation and processes with slight modifications of this program between training sessions. The nature of the mixed-method evaluation design involved both quantitative and qualitative analyses of each training component to examine the assumptions underlying service delivery and processes. It also allowed for a more direct exploration of causal effects. Results indicated not only that EI improves compared to controls post-program and at follow-up (1- and 6-month), but also that stress indicators decrease coincidental with an increase in adaptive coping and teacher efficacy. Finally, the assessment of participant responses, comprehension, skills application, and feedback offers a critical understanding regarding how EI impacts outcomes along with insight regarding the agents of change that may drive learning and application processes.
Author: R. Poornima
Publisher: Discovery Publishing House Pvt Limited
ISBN: 9789350560099
Category : Emotional intelligence
Languages : en
Pages : 338
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Book Description
Study conducted in Chennai, Tamil Nadu, India.
Author: David Rewayi Mpunwa
Publisher: GRIN Verlag
ISBN: 3346172988
Category : Self-Help
Languages : en
Pages : 87
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Book Description
Research Paper (postgraduate) from the year 2020 in the subject Health - Stress management, , course: Research Paper, language: English, abstract: The desideratum of the discourse is aimed to determine stress management and emotional intelligence at the workplace, especially with a global pandemic at hand. The global pandemic Coronavirus has arguably ushered in stress and global crisis in the economy and health sector. The crisis results from the collision of vulnerabilities and specific trigger events. The crisis triggers are unpredictable and predicting the timing of a crisis is a fool ‘s errand. Anyone can become splenetic that is easy. However, to be ferocious with the right staff, to the right extent, at the correct time, for the correct purpose, and correctly, this is not burdensome. Emotional intelligence has been demonstrated to be one of the essential determinants for effective leadership. First-line supervisors who appreciate and employ their emotional intelligence in the workplace are more procumbent, and recumbent to retain their staff, enjoy greater collaboration, commitment, and to experience increases in co-worker performance. Academic intelligence has infinitesimal to do with emotional life. The sagacity among us can founder on the shallow of unbridled passions and boisterous impulses; people with high IQ can be remarkedly poor pilots of their private lives. To know that employees are valedictorian is to know they are vastly good at achievement as evaluated by grades. It does not unravel about how they boomerang to the vicissitudes of life. Emotionally intelligent women employee, by juxtaposition, be inclined to be assertive and express their sentiments directly, and to feel unequivocal about themselves; life holds nuts and bolts for them. Like the men, they are cordial, gregarious, and express their ethos appropriately; they roll with punches well to stress. We discovered that 68% are extremely and highly worried of the devastating effects of the pandemic of mass destruction. A stress prevention strategy coupled with coping strategies such as the employment of Wellness programs, breathing, peer support, counselling, religion, exercising, encouraging holiday to the beach and meditation to be employed by Secretaries. Cognitive coping and active coping strategies can be encouraged to Secretaries.
Author: William Powell
Publisher: Simon and Schuster
ISBN: 1626362017
Category : Education
Languages : en
Pages : 266
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Book Description
Are you an emotionally intelligent teacher who engages your students in learning? Because teaching behaviors and personalities can affect student achievement, teachers who develop their emotional awareness and interpersonal skills are better able to manage their classrooms and promote student success. Based on Daniel Goleman’s five components of emotional intelligence, this guide shows how self-awareness, self-regulation, motivation, social awareness, and relationship management can help teachers increase their effectiveness in the classroom. The authors provide research, case studies, and essential tools that help teachers to: · Understand how their conscious and unconscious behaviors affect the learning environment · Refine their verbal and nonverbal communication skills · Manage their feelings and frustrations · Interpret student behaviors, developing insight into how students perceive their teaching styles · Hone their presentation skills Becoming an Emotionally Intelligent Teacher includes practical activities and exercises that are perfect for enhancing your emotional intelligence independently or as part of a professional development opportunity.
Author: R. Vijaya Anuradha
Publisher: Discovery Publishing House Pvt Limited
ISBN: 9789350563984
Category : Education
Languages : en
Pages : 0
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Book Description
The present book is an attempt to identify the levels of emotional intelligence (EI), occupational stress (OS) and job performance (JP) of teachers, and broughtout the relationship between the emotional intelligence, occupational stress and job performance of teachers working at higher secondary level. Keeping the above in mind, the author of this book has clearly explained the procedure in developing the rating scales to assess the EI, OS and JP of higher secondary teachers.
Author: Gabriele Giorgi
Publisher: Frontiers Media SA
ISBN: 2889453154
Category :
Languages : en
Pages : 231
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Book Description
This e-book provides insight into the link between employee health and productivity/performance, with a focus on how individuals, groups, or organizations can intervene in this relationship to improve both well-being and performance-related outcomes. Given the continuous changes that organizations and employees face, such as the aging workforce and continued economic turbulence, it is not surprising that studies are increasingly finding that employee health is related to job conditions. The papers in this e-book emphasize that organizations make a critical difference when it comes to employees' health and well-being. In turn, healthy employees help their organizations to flourish. Such findings are in line with the recent emphasis by both the International Labour Organization (ILO) and the United Nations (UN) on the importance of work for individual well-being and the importance of individual well-being for productive and sustainable economic growth (see e.g., ILO, 1985; World Health Organisation, 2007; UN, 2015). Overall, the papers report findings from a cumulative sample of nearly 19,000 workers and perspectives from 68 authors. They suggest that performance cannot be successfully achieved at the cost of health and well-being, and provide various perspectives and tools to guide future research and practice.
