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Impacts of Emotional Intelligence (EQ) on Work Values of High School Teachers
Procedia - Social and Behavioral Sciences 00 (2011) 000–000 Procedia - Social and Behavioral Sciences 30 (2011) 1688 – 1692
Procedia Social and Behavioral Sciences www.elsevier.com/locate/procedia
WCPCG-2011
Impacts of Emotional Intelligence (EQ) on Work Values of High School Teachers Syed Najmuddin Syed Hassan, Noriah Mohd. Ishak, Mohamad Bokhari Pusat Pengajaran dan Pembelajaran, UTeM, 75300 Melaka, Malaysia a *, Pusat Permatapintar UKM, UKM Bangi, Selangor, Malaysiab, Pusat Bahasa dan Pembangunan Insan, UTeM, 76100 Durian Tunggal, Melaka, Malaysia c
Abstract As a new nation to develop its fullest potentials, education sector is the main thrust in molding citizen literacy and character An indicator among many of wellbeing is emotional health or emotional stability, also called emotional intelligence. Researches on emotional wellbeing are still few in the education sector. However, many emotional outburst and destructive behaviors of teachers reported in the mass media made this study necessary. The are a few unanswered question: i. Are teachers well equipped emotionally to perform their task at optimal level? Does emotional wellbeing or emotional intelligence promote or dictate teachers work values? Thus, this study aims to identify whether emotional intelligence influences work values among educators in high schools. The seven domains of emotional intelligence being measured in this study are self-awareness, self-regulation, self-motivation, empathy, social skills, maturity and spirituality. A survey was done by selecting 338 high school educators from various boarding schools in Malaysia. They responded to the Malaysian Emotional Intelligence Inventory (IKEM-MEQI) questionnaire and Work Values Questionnaires. Data was analyzed using SPSS. Result from the study shows that there are four (4) domains that significantly influence work values among educators: self motivation, empathy, social skills and spirituality.
Keywords:emotional intelligence, self-motivation, empathy, social skills, and spirituality
Introduction Government of Malaysia has the aspiration to become a developed nation in year 2020. To achieve that goal, the ministry of education had started to upgrade the level of education and salary scheme for teachers. The ministry also scrutinized a would-be-teachers from entry point before starting teaching degree program in colleges and universities. Only the best are trained with monetary allowances. It is hoped that the best trainee teachers will have the big potential to become excellent teachers. The underlying belief is good teachers beget good or excellent students. However, the present teachers might not be from the same pool of qualifications. Multitasking and blurred boundry of on duty or of duty seem to be the order of the day. Teachers might feel overburdened with various assignments and ad hoc duty. This can lead to continuous pressure, where external burden or demand in the form of challenge surpluses ones ability to take up the challenge. Since an individual’s ability to face challenge is closely * Corresponding author. Tel.: +606-2833022; fax: +606-2833493. E-mail address: [email protected] 1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. doi:10.1016/j.sbspro.2011.10.326
Syed Najmuddin Syed Hassan et al. // Procedia Procedia –- Social – 1692 Syed Najmuddin Syed Hassan Social and and Behavioral Behavioral Sciences Sciences 30 00 (2011) (2011) 1688 000–000
1689
related to emotion stability (Goleman, 1999), plus, challenges keep on changing together with situation, this may result to the ever changing of emotion stability in a person depending on different circumstances (Syed Najmuddin, 2005). In relation to that, incidences of abuse and misbehavior as reported in newspapers and other media raised questions about the emotional integrity of teachers. Criticism from stakeholders such as parents, ministry and public can be harsh and condescending. Does these factors affect emotional equilibrium of teachers? What about their work values? Findings from researches done (Jowati, 2002; Chua & Adi Fahrudin, 2002; Faridah & Zubaidah, 1999) have shown that teaching profession in Malaysia is stressful and may affect the temperament of teachers. Furthermore, finding of Mohd Najib (2000) concluded that lecturers in institution of higher learning have an average emotional literacy, by which may influence emotional awareness of their students. Bradshaw (2001) said that teachers have chain reactions effect that can transform lives of their students for many many years. Therefore, if teachers cannot perform to the best of their abilities, how can they produce many quality students for the future. The study of this paper intend to delve into emotional intelligence of Malaysian teachers. There are a few possibilities on why teacher cannot cope or control emotional outburst in school. Is it because of nonconducive working environment, too many workloads, insensitive administrators or lack of professional help? For instance, too many workloads would make individuals lethargic physiologically and psychologically (Muchinsky 1997). Teachers who are under this condition could become susceptible to emotional imbalance and behave in disruptive manner. Briskin (1996: 147) highlighted the ever demanding situation in the working environment, “ The work places of today are highly stressful, in part because we don’t distinguish between the call for ever-higher performance and the injunction to work people to near their melting point.” Goleman (1995, 1999) posits a model which described factors influencing emotions. He claimed that success and failure in life revolving around how a person tackles his/her emotion efficiently. There is a correlation between individual performance and emotional stability (Ferdowsian 2003). Work performance also closely related to work values uphold by those individuals (Vora 1983; Khaleque 1992; Neal 1999; Adkins & Naumann 2001). Problem Statement Anyone who has the teaching qualification can become a teacher; but, not everybody can be an excellent teacher. Recent years, Malaysian government has reviewed the salary scale of teaching profession. There an influx of aspirant of would be teachers with multitude of academic qualifications, personality and interests. Years back those who applied and enrolled into teaching programs are those who might have lost the competition to enrol into their selected field of study. These phenomenon lead to training uninterested teacher trainees to become a full fledge teachers. Do they have the emotional maturity to influence or dictate positive work values unto themselves? Teacher should be aware on how the world is changing and education curricular must be dynamic. The ever changing needs of the job market and government policy keep the teachers in the limelight, whether they are capable of delivering what expected of them. The onus is on the teachers to adapt and survive so that the love of teaching is intact. Those who can’t cope might feel downcast and burdened. The educational system is complex and sometimes challenging teachers’ patience. Thus they need a safety mechanism on how to react to multitude of problems and conflict; intrapersonal and interpersonal skills. Mass media in Malaysia always give attention on what is going on in the school especially if the news reflect badly to the school. There are many reports about teachers who misbehave in class or in public. Abusive teachers, misbehaving teachers, disruptive teachers etc imply that teaching profession has a problem in regulating emotions and maintaining order in schools. Inconclusively, it could indicate teachers unable to develop and attain emotional stability that is required as a major service provider. The question is what happened to the work values if emotions run amuck.
2
1690
Syed Najmuddin Najmuddin Syed Syed Hassan Hassan /etProcedia al. / Procedia - Social and Behavioral Sciences 30 (2011) 1688 – 1692 Syed – Social and Behavioral Sciences 00 (2011) 000–000
Methodology This exploratory study is to determine whether emotional intelligence of teachers influence their work values. Two (2) instruments were administered to 338 randomly selected teachers in Peninsular Malaysia. Respondents only need to tick the degree of agreement or disagreement based on items in those two instruments. The study tries to identify emotional intelligence factors that affect work values. 1.1 Participants of the Research Samples was selected randomly from teachers in nine (9) MARA boarding school. About 338 teachers voluntarily responded to this research. They are from various background and from both genders, different subjects, and level of experiences. 1.2 Data Analysis Data from survey were managed and analyzed using SPSS software. Data was cleaned, recoded and rescored before analysis. Reliability and validity were examined before findings are finalized. Study used descriptive statistic and inferential statistic. Multiple Regression analysis was done to analyze the influence of emotional intelligence towards work values. 1.3 Instrumentation IKEM-MEQI instrument has 120 items and Work Values Inventory has 25 items after factor analysis. This instrument has 12 sections which consist of different emotional intelligence factors. Meanwhile, Work Values Inventory has three (3) factors. Tables Findings showed there are some influences exerted by factors of EQ on work values as shown in Table 1, Table 2 and Table 3. These table show that four EQ factors have some influence on work values of teachers in school. These factors self motivation, empathy, social skills, spirituality have different degrees of influence on teachers’ work values. Regression model shows that EQ variance is significant F (3, 322) = 69.48, p = 0.00 (p < 0.05). Regression equation is shown below Y = .755 + .267X¹ + .247X² + .198X³ + .102X + 0.249 Y Emotional Intelligence X¹ Empathy X² Self Motivation X³ Social Skills X Spirituality Constant .755 Std. Error .249 Table 1
Model 4
R
R Square
Adjusted R Square
Std. Error of the Estimate
.681
.463
.457
.28733
Predictors: (Constant), Empathy, SMotivation, Socskills, Spiritual Dependent Variable: Workvalues Table 2: ANOVA
Model
Sum of Squares
Df
Mean Square 3
F
Sig.
1691
Syed Najmuddin Syed Hassan et al. / /Procedia – 1692 Syed Najmuddin Syed Hassan Procedia- –Social Socialand andBehavioral BehavioralSciences Sciences3000(2011) (2011)1688 000–000
4
Regression
22.945
4
5.736
Residual
26.584
322
.083
Total
49.529
326
69.481
.000
Predictors: (Constant), Empathy, SMotivation, Socskills, Spiritual Dependent Variable: Workvalues Table 3: Coefficients Unstandardized Coefficients Model 4
Standardized Coefficients
(Constant) Empathy
B .755 .251
Std. Error .249 .064
Beta
SMotivation
.229
Socskills
.196
Spiritual
.120
Collinearity Statistics Sig. .003 .000
B
Std. Error
.267
t 3.038 3.899
.354
2.822
.057
.247
3.992
.000
.437
2.290
.057
.198
3.436
.001
.500
1.998
.054
.102
2.226
.027
.791
1.265
Dependent Variable: Workvalues Discussions and conclusions This study shows the influence of emotional intelligence in guiding or bending teachers’ work values in schools. By building and strengthening emotional intelligence especially empathy, self motivation, social skills and spirituality, teacher would be well equipped in conducting or managing class. Responsibilities of teachers are not only delivering up to date content but also moulding and shaping students’ personality (to some extent). Moreover, teachers need to impart and train the students softskills (also known as living skills, core competencies, etc). These four factors of EQ are very critical for teachers to keep on giving their best, in whatever circumstances faced. Teachers must survive and still intact emotionally and professionally in order to to take charge in classes as well in life. Emotional outbursts, disruptive and destructive behaviors of teachers and students alike are becoming more and more prevalent in the society. Reports in newspapers and other media shows a trend whereby teenagers are getting into vice, triad gang, drugs and so on. Society is becoming more insensitive towards these phenomena as they become normally occurring daily as reported in the news or faced by the people on the street. Teenagers, parents and many walk of live are out of home more than half of their waking hours. This means that people are in control of themselves or being controlled by others (i.e. peers, organizations, etc). The question is, who control students after school? There should be a mechanism of control in place. The best mechanism is self control put in place by teachers in school via teaching and learning process or teachers as role models. Empathy is essential in understanding students’ needs and problems that they are facing. This work value put teachers as friendly and helpful adult. Students will feel at ease to talk and confide to a person who are willing to be with them. Students want to be understood and respected and not to be ridiculed. An understanding teacher can be a buddy, a father/mother, mentor etc; this relationship or attachment give a special meaning or create a warm and conducive learning environment in school for students to develop their potentials. Self motivation also gives needed push to keep on doing mundane routine chore better and more efficient. As a human being, having ups and downs is normal. When we are down, the iron will and determination will keep us going an extra mile and more. A self motivated person can see things in a positive manner and create opportunities. 4
1692
Syed Najmuddin Najmuddin Syed Syed Hassan Hassan /etProcedia al. / Procedia - Social and Behavioral Sciences 30 (2011) 1688 – 1692 Syed – Social and Behavioral Sciences 00 (2011) 000–000
They can self reflect and analyzed a problem into bits and pieces before acting on well-planned strategies. Motivated teacher begets motivated colleagues and students as well. The third influence on work values is social skills. Social skills such as teamwork, art of influencing people, how to communicate well, how to deal with conflict etc are salient in day to day works and interactions. The more competent a person in handling and managing people, less and less conflict and disruptive behavior happened. Teachers are always at the forefront in dealing with many stakeholders, such as, parents, school administrators, education department officers, and also myriad of students antics. Thus, competence in interacting with those individuals are essential and very critical in ensuring that learning and teaching process is not stunted by external and unrelated factors. Lastly, spirituality is the foundation of good work values. Teachings of religion plays a dominant role in guiding individuals on what are right or wrong. Furthermore, human beings believe in moral codes of conduct. With this belief, no wonder that teachers effort and time in school are more than what they are asked for. Good deeds will be compensated in many ways, either now or later. As conclusion, these four (4) factors of EQ play a dominant role in determining work values inculcated within individual teachers. Consequently, the outcome of education process might be determined by the type of values of individual or group of teachers within a given school. In other words, the mould (aka teachers) determine the character of a cohort of students (Bradshaw, 2001) References Adkins, C.L. & Naumann, S.E. 2001. Situational constraints on the achievement-performance relationship: A service sector study. Journal of Organizational Behavior. 22(4): 453-465. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_9 (26 Ogos 2003). Bradshaw, D. 2001. Teachers transform lives. ARIS Resources Bulletin. 12(4): 3-5. (atas talian) http://web3.epnet.com/citation.asp?tb=1&_ug=dbs I 2%2C3%2C7 I fic I 5 l 1n l cn%2Dus l sid l 7D92A8EE (26 Ogos 2003). Briskin, A. 1996. The stirring of soul in the workplace. San Francisco: Jossey-Bass Publishers. Chua, B.S. & Adi Fahrudin. 2002. Tekanan pekerjaan, kepuasan kerja dan implikasinya terhadap proses pengajaran-pembelajaran di sekolah: satu kajian ke atas guru-guru sekolah menengah di Kota Kinabalu, Sabah. Prosiding Seminar Kebangsaan Profesion Perguruan 2002, hlm. 198-207. Ferdowsian, M.C. 2003. The making of a top-performing employee in the high-technology industry. Dissertation Abstracts International Section A: Humanities & Social Sciences. 63(7-A): 2613. Univ Microfilms International. (atas talian) http://biblioinc.nisc.com/scripts/login.dll ?26082003052558_2 (26 Ogos 2003). Goleman, D. 1999. Working with emotional intelligence. New York: Bantam Books. Khaleque, A. 1992. Work values, attitudes and performance of industrial workers in Bangladesh. Social Indicator Research. 27(2): 187-195. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_8 (26 Ogos 2003). Muchinsky, P.M. 1997. Psychology applied to work. Ed. Ke-5. Pacific Groove: Brooks/ Cole Publishing Company. Mohd Najib Ghafar. 2000. Kestabilan emosi guru: perbandingan antara pensyarah dan pelajar. Jurnal Teknologi 32 (E): 1-10. Neal, M.L. 1999. The relationship between work group values and overall performance. Dissertation Abstract International: Section B: The Sciences & Engineering. 59(9-B): 5147. Univ Microfilms International. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_8 (26 Ogos 2003). Syed Najmuddin Syed Hassan. 2005. Hubungan antara faktor kecerdasan emosi dan nilai kerja di kalangan guru Maktab Rendah Sains MARA. Tesis Ph.D UKM Bangi. Vora, G. 1983. Relationship between work values and performance in an engineering plant: a study. Abhigyan. 80-87. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_8 (26 Ogos 2003).
5
Procedia Social and Behavioral Sciences www.elsevier.com/locate/procedia
WCPCG-2011
Impacts of Emotional Intelligence (EQ) on Work Values of High School Teachers Syed Najmuddin Syed Hassan, Noriah Mohd. Ishak, Mohamad Bokhari Pusat Pengajaran dan Pembelajaran, UTeM, 75300 Melaka, Malaysia a *, Pusat Permatapintar UKM, UKM Bangi, Selangor, Malaysiab, Pusat Bahasa dan Pembangunan Insan, UTeM, 76100 Durian Tunggal, Melaka, Malaysia c
Abstract As a new nation to develop its fullest potentials, education sector is the main thrust in molding citizen literacy and character An indicator among many of wellbeing is emotional health or emotional stability, also called emotional intelligence. Researches on emotional wellbeing are still few in the education sector. However, many emotional outburst and destructive behaviors of teachers reported in the mass media made this study necessary. The are a few unanswered question: i. Are teachers well equipped emotionally to perform their task at optimal level? Does emotional wellbeing or emotional intelligence promote or dictate teachers work values? Thus, this study aims to identify whether emotional intelligence influences work values among educators in high schools. The seven domains of emotional intelligence being measured in this study are self-awareness, self-regulation, self-motivation, empathy, social skills, maturity and spirituality. A survey was done by selecting 338 high school educators from various boarding schools in Malaysia. They responded to the Malaysian Emotional Intelligence Inventory (IKEM-MEQI) questionnaire and Work Values Questionnaires. Data was analyzed using SPSS. Result from the study shows that there are four (4) domains that significantly influence work values among educators: self motivation, empathy, social skills and spirituality.
Keywords:emotional intelligence, self-motivation, empathy, social skills, and spirituality
Introduction Government of Malaysia has the aspiration to become a developed nation in year 2020. To achieve that goal, the ministry of education had started to upgrade the level of education and salary scheme for teachers. The ministry also scrutinized a would-be-teachers from entry point before starting teaching degree program in colleges and universities. Only the best are trained with monetary allowances. It is hoped that the best trainee teachers will have the big potential to become excellent teachers. The underlying belief is good teachers beget good or excellent students. However, the present teachers might not be from the same pool of qualifications. Multitasking and blurred boundry of on duty or of duty seem to be the order of the day. Teachers might feel overburdened with various assignments and ad hoc duty. This can lead to continuous pressure, where external burden or demand in the form of challenge surpluses ones ability to take up the challenge. Since an individual’s ability to face challenge is closely * Corresponding author. Tel.: +606-2833022; fax: +606-2833493. E-mail address: [email protected] 1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. doi:10.1016/j.sbspro.2011.10.326
Syed Najmuddin Syed Hassan et al. // Procedia Procedia –- Social – 1692 Syed Najmuddin Syed Hassan Social and and Behavioral Behavioral Sciences Sciences 30 00 (2011) (2011) 1688 000–000
1689
related to emotion stability (Goleman, 1999), plus, challenges keep on changing together with situation, this may result to the ever changing of emotion stability in a person depending on different circumstances (Syed Najmuddin, 2005). In relation to that, incidences of abuse and misbehavior as reported in newspapers and other media raised questions about the emotional integrity of teachers. Criticism from stakeholders such as parents, ministry and public can be harsh and condescending. Does these factors affect emotional equilibrium of teachers? What about their work values? Findings from researches done (Jowati, 2002; Chua & Adi Fahrudin, 2002; Faridah & Zubaidah, 1999) have shown that teaching profession in Malaysia is stressful and may affect the temperament of teachers. Furthermore, finding of Mohd Najib (2000) concluded that lecturers in institution of higher learning have an average emotional literacy, by which may influence emotional awareness of their students. Bradshaw (2001) said that teachers have chain reactions effect that can transform lives of their students for many many years. Therefore, if teachers cannot perform to the best of their abilities, how can they produce many quality students for the future. The study of this paper intend to delve into emotional intelligence of Malaysian teachers. There are a few possibilities on why teacher cannot cope or control emotional outburst in school. Is it because of nonconducive working environment, too many workloads, insensitive administrators or lack of professional help? For instance, too many workloads would make individuals lethargic physiologically and psychologically (Muchinsky 1997). Teachers who are under this condition could become susceptible to emotional imbalance and behave in disruptive manner. Briskin (1996: 147) highlighted the ever demanding situation in the working environment, “ The work places of today are highly stressful, in part because we don’t distinguish between the call for ever-higher performance and the injunction to work people to near their melting point.” Goleman (1995, 1999) posits a model which described factors influencing emotions. He claimed that success and failure in life revolving around how a person tackles his/her emotion efficiently. There is a correlation between individual performance and emotional stability (Ferdowsian 2003). Work performance also closely related to work values uphold by those individuals (Vora 1983; Khaleque 1992; Neal 1999; Adkins & Naumann 2001). Problem Statement Anyone who has the teaching qualification can become a teacher; but, not everybody can be an excellent teacher. Recent years, Malaysian government has reviewed the salary scale of teaching profession. There an influx of aspirant of would be teachers with multitude of academic qualifications, personality and interests. Years back those who applied and enrolled into teaching programs are those who might have lost the competition to enrol into their selected field of study. These phenomenon lead to training uninterested teacher trainees to become a full fledge teachers. Do they have the emotional maturity to influence or dictate positive work values unto themselves? Teacher should be aware on how the world is changing and education curricular must be dynamic. The ever changing needs of the job market and government policy keep the teachers in the limelight, whether they are capable of delivering what expected of them. The onus is on the teachers to adapt and survive so that the love of teaching is intact. Those who can’t cope might feel downcast and burdened. The educational system is complex and sometimes challenging teachers’ patience. Thus they need a safety mechanism on how to react to multitude of problems and conflict; intrapersonal and interpersonal skills. Mass media in Malaysia always give attention on what is going on in the school especially if the news reflect badly to the school. There are many reports about teachers who misbehave in class or in public. Abusive teachers, misbehaving teachers, disruptive teachers etc imply that teaching profession has a problem in regulating emotions and maintaining order in schools. Inconclusively, it could indicate teachers unable to develop and attain emotional stability that is required as a major service provider. The question is what happened to the work values if emotions run amuck.
2
1690
Syed Najmuddin Najmuddin Syed Syed Hassan Hassan /etProcedia al. / Procedia - Social and Behavioral Sciences 30 (2011) 1688 – 1692 Syed – Social and Behavioral Sciences 00 (2011) 000–000
Methodology This exploratory study is to determine whether emotional intelligence of teachers influence their work values. Two (2) instruments were administered to 338 randomly selected teachers in Peninsular Malaysia. Respondents only need to tick the degree of agreement or disagreement based on items in those two instruments. The study tries to identify emotional intelligence factors that affect work values. 1.1 Participants of the Research Samples was selected randomly from teachers in nine (9) MARA boarding school. About 338 teachers voluntarily responded to this research. They are from various background and from both genders, different subjects, and level of experiences. 1.2 Data Analysis Data from survey were managed and analyzed using SPSS software. Data was cleaned, recoded and rescored before analysis. Reliability and validity were examined before findings are finalized. Study used descriptive statistic and inferential statistic. Multiple Regression analysis was done to analyze the influence of emotional intelligence towards work values. 1.3 Instrumentation IKEM-MEQI instrument has 120 items and Work Values Inventory has 25 items after factor analysis. This instrument has 12 sections which consist of different emotional intelligence factors. Meanwhile, Work Values Inventory has three (3) factors. Tables Findings showed there are some influences exerted by factors of EQ on work values as shown in Table 1, Table 2 and Table 3. These table show that four EQ factors have some influence on work values of teachers in school. These factors self motivation, empathy, social skills, spirituality have different degrees of influence on teachers’ work values. Regression model shows that EQ variance is significant F (3, 322) = 69.48, p = 0.00 (p < 0.05). Regression equation is shown below Y = .755 + .267X¹ + .247X² + .198X³ + .102X + 0.249 Y Emotional Intelligence X¹ Empathy X² Self Motivation X³ Social Skills X Spirituality Constant .755 Std. Error .249 Table 1
Model 4
R
R Square
Adjusted R Square
Std. Error of the Estimate
.681
.463
.457
.28733
Predictors: (Constant), Empathy, SMotivation, Socskills, Spiritual Dependent Variable: Workvalues Table 2: ANOVA
Model
Sum of Squares
Df
Mean Square 3
F
Sig.
1691
Syed Najmuddin Syed Hassan et al. / /Procedia – 1692 Syed Najmuddin Syed Hassan Procedia- –Social Socialand andBehavioral BehavioralSciences Sciences3000(2011) (2011)1688 000–000
4
Regression
22.945
4
5.736
Residual
26.584
322
.083
Total
49.529
326
69.481
.000
Predictors: (Constant), Empathy, SMotivation, Socskills, Spiritual Dependent Variable: Workvalues Table 3: Coefficients Unstandardized Coefficients Model 4
Standardized Coefficients
(Constant) Empathy
B .755 .251
Std. Error .249 .064
Beta
SMotivation
.229
Socskills
.196
Spiritual
.120
Collinearity Statistics Sig. .003 .000
B
Std. Error
.267
t 3.038 3.899
.354
2.822
.057
.247
3.992
.000
.437
2.290
.057
.198
3.436
.001
.500
1.998
.054
.102
2.226
.027
.791
1.265
Dependent Variable: Workvalues Discussions and conclusions This study shows the influence of emotional intelligence in guiding or bending teachers’ work values in schools. By building and strengthening emotional intelligence especially empathy, self motivation, social skills and spirituality, teacher would be well equipped in conducting or managing class. Responsibilities of teachers are not only delivering up to date content but also moulding and shaping students’ personality (to some extent). Moreover, teachers need to impart and train the students softskills (also known as living skills, core competencies, etc). These four factors of EQ are very critical for teachers to keep on giving their best, in whatever circumstances faced. Teachers must survive and still intact emotionally and professionally in order to to take charge in classes as well in life. Emotional outbursts, disruptive and destructive behaviors of teachers and students alike are becoming more and more prevalent in the society. Reports in newspapers and other media shows a trend whereby teenagers are getting into vice, triad gang, drugs and so on. Society is becoming more insensitive towards these phenomena as they become normally occurring daily as reported in the news or faced by the people on the street. Teenagers, parents and many walk of live are out of home more than half of their waking hours. This means that people are in control of themselves or being controlled by others (i.e. peers, organizations, etc). The question is, who control students after school? There should be a mechanism of control in place. The best mechanism is self control put in place by teachers in school via teaching and learning process or teachers as role models. Empathy is essential in understanding students’ needs and problems that they are facing. This work value put teachers as friendly and helpful adult. Students will feel at ease to talk and confide to a person who are willing to be with them. Students want to be understood and respected and not to be ridiculed. An understanding teacher can be a buddy, a father/mother, mentor etc; this relationship or attachment give a special meaning or create a warm and conducive learning environment in school for students to develop their potentials. Self motivation also gives needed push to keep on doing mundane routine chore better and more efficient. As a human being, having ups and downs is normal. When we are down, the iron will and determination will keep us going an extra mile and more. A self motivated person can see things in a positive manner and create opportunities. 4
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Syed Najmuddin Najmuddin Syed Syed Hassan Hassan /etProcedia al. / Procedia - Social and Behavioral Sciences 30 (2011) 1688 – 1692 Syed – Social and Behavioral Sciences 00 (2011) 000–000
They can self reflect and analyzed a problem into bits and pieces before acting on well-planned strategies. Motivated teacher begets motivated colleagues and students as well. The third influence on work values is social skills. Social skills such as teamwork, art of influencing people, how to communicate well, how to deal with conflict etc are salient in day to day works and interactions. The more competent a person in handling and managing people, less and less conflict and disruptive behavior happened. Teachers are always at the forefront in dealing with many stakeholders, such as, parents, school administrators, education department officers, and also myriad of students antics. Thus, competence in interacting with those individuals are essential and very critical in ensuring that learning and teaching process is not stunted by external and unrelated factors. Lastly, spirituality is the foundation of good work values. Teachings of religion plays a dominant role in guiding individuals on what are right or wrong. Furthermore, human beings believe in moral codes of conduct. With this belief, no wonder that teachers effort and time in school are more than what they are asked for. Good deeds will be compensated in many ways, either now or later. As conclusion, these four (4) factors of EQ play a dominant role in determining work values inculcated within individual teachers. Consequently, the outcome of education process might be determined by the type of values of individual or group of teachers within a given school. In other words, the mould (aka teachers) determine the character of a cohort of students (Bradshaw, 2001) References Adkins, C.L. & Naumann, S.E. 2001. Situational constraints on the achievement-performance relationship: A service sector study. Journal of Organizational Behavior. 22(4): 453-465. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_9 (26 Ogos 2003). Bradshaw, D. 2001. Teachers transform lives. ARIS Resources Bulletin. 12(4): 3-5. (atas talian) http://web3.epnet.com/citation.asp?tb=1&_ug=dbs I 2%2C3%2C7 I fic I 5 l 1n l cn%2Dus l sid l 7D92A8EE (26 Ogos 2003). Briskin, A. 1996. The stirring of soul in the workplace. San Francisco: Jossey-Bass Publishers. Chua, B.S. & Adi Fahrudin. 2002. Tekanan pekerjaan, kepuasan kerja dan implikasinya terhadap proses pengajaran-pembelajaran di sekolah: satu kajian ke atas guru-guru sekolah menengah di Kota Kinabalu, Sabah. Prosiding Seminar Kebangsaan Profesion Perguruan 2002, hlm. 198-207. Ferdowsian, M.C. 2003. The making of a top-performing employee in the high-technology industry. Dissertation Abstracts International Section A: Humanities & Social Sciences. 63(7-A): 2613. Univ Microfilms International. (atas talian) http://biblioinc.nisc.com/scripts/login.dll ?26082003052558_2 (26 Ogos 2003). Goleman, D. 1999. Working with emotional intelligence. New York: Bantam Books. Khaleque, A. 1992. Work values, attitudes and performance of industrial workers in Bangladesh. Social Indicator Research. 27(2): 187-195. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_8 (26 Ogos 2003). Muchinsky, P.M. 1997. Psychology applied to work. Ed. Ke-5. Pacific Groove: Brooks/ Cole Publishing Company. Mohd Najib Ghafar. 2000. Kestabilan emosi guru: perbandingan antara pensyarah dan pelajar. Jurnal Teknologi 32 (E): 1-10. Neal, M.L. 1999. The relationship between work group values and overall performance. Dissertation Abstract International: Section B: The Sciences & Engineering. 59(9-B): 5147. Univ Microfilms International. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_8 (26 Ogos 2003). Syed Najmuddin Syed Hassan. 2005. Hubungan antara faktor kecerdasan emosi dan nilai kerja di kalangan guru Maktab Rendah Sains MARA. Tesis Ph.D UKM Bangi. Vora, G. 1983. Relationship between work values and performance in an engineering plant: a study. Abhigyan. 80-87. (atas talian) http://biblioline.nisc.com/scripts/login.dll?25082003224557_8 (26 Ogos 2003).
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