INTERNATIONAL JOURNAL OF MANAGEMENT...

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M. Geetha and Dr. T. Iyyapaswamy. “To Investigate the Level of Emotional Intelligence and Stress

amongst College Educators with Special Reference to Arts and Science Colleges in Coimbatore City” -

(ICAM 2016)

International Journal of Management (IJM)

TO INVESTIGATE THE LEVEL OF EMOTIONAL INTELLIGENCE AND

STRESS AMONGST COLLEGE EDUCATORS WITH SPECIAL

REFERENCE TO ARTS AND SCIENCE COLLEGES IN COIMBATORE

CITY

M. Geetha

Research scholar

Department of Management, Nehru College of Management

T. M. Palayam, Coimbatore – 641105

Dr. T. Iyyapaswamy

Associate Professor

Annapoorana Engineering College, Salem

ABSTRACT

Emotional Intelligence has been associated with positive outcome process in various

professions. In the field of management, Emotional Intelligence has been a popular topic of

debate in recent years. Plethoras of literatures on the subject are available especially in the

educational sector. Emotional intelligence (EI) is the capacity for understanding one’s own

feelings and the feelings of others, for motivating self, and for managing the emotions of self

effectively to sustain relationships. Rather than being a single characteristic, emotional

intelligence can be thought of as a wide set of competencies that are organized into a few

major clusters.

Job stress is a real phenomenon and it is associated with job satisfaction level of a

worker in any place. In the case of educators handling college students in Coimbatore city is

considered for this study. There are many factors leading the respondents in stressful

situation. Some important factors associated with their stress are over work load, working

condition, role conflict, and role ambiguity, relationship between peers and management,

relationship with family members, lack of experience in understanding and executing

procedures, lack of sense of belonging among the respondents. Other than this, the

respondents find lack of availability and associability in their work nature, lack of objectivity,

multiple roles, lack of space and time. From this point of view we can find that the employees

of this specific sector are facing lot of stress in their respective institutions. All these factors

affect their physical, mental, social circumstances.

The results of the present study may contribute to the better understanding of emotion-

related parameters and stress parameters that affect the work process with the view to

enhance the parameters to enhance better performance at work.

Key words: Emotional intelligence, Stress, Educators, Coimbatore.

INTERNATIONAL JOURNAL OF MANAGEMENT (IJM)

ISSN 0976-6502 (Print)

ISSN 0976-6510 (Online)

Volume 7, Issue 2, February (2016), pp. 608-619

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Journal Impact Factor (2016): 8.1920 (Calculated by GISI)

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International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 -

6510(Online), Volume 7, Issue 2, February (2016), pp. 608-619 © IAEME Publication

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(ICAM 2016)

Cite this Article: Dr. T. Iyyapaswamy, M. Geetha. To Investigate the Level of Emotional

Intelligence and Stress amongst College Educators with Special Reference to Arts and Science

Colleges in Coimbatore City. International Journal of Management, 7(2), 2016, pp. 608-619.

http://www.iaeme.com/ijm/index.asp

1. INTRODUCATION TO HRM

Human Resource Management (HRM) is a relatively new approach to manage people in any

organisation. This approach considers people as the key resource. It is concerned with the people

dimension in management of an organisation. The overall aim of modern human resource management

is to ensure that the organisation is able to achieve its objectives through its staff. In order to reach its

objectives an organisation needs not only qualified staff but also effective and efficient systems as well

as access to and effective allocation of financial resources. Institutional development therefore involves

not only putting the right person at the right place at the right time, but also that the organisation

provides a conducive and effective work environment and systems and that the organisation has access

to adequate financial resources. In addition to human resources, the organisation needs systems like

computers and financial management system, transport to reach the client, medicines in a hospital,

books in the school, etc. Top management must reach a harmonious balance between all such resources

and push and pull factors.

2. EMOTIONAL INTELLIGENCE IN HRM

In today's business world, HR professionals and managers need to be emotionally intelligent to deal

with problems, lead by example, take initiative, handle difficult situations and develop good

relationships with clients. Successful human resource professionals know that their job is not just about

hiring: they can help line managers deliver measurable improvements in productivity and win the

hearts and respect of management to contribute to the bottom line. Emotional Intelligence provides

methods to help solve the retention and morale problems, improve the company's creativity, create

synergy from teamwork, improve information flow, drive forward the objectives, and ignite the best

and most inspired performance from the employees. Developing Emotional Intelligence is all about

being self-aware and aware of others. In the past, emotions were often deemed as an unwanted and

unsociable set of characteristics that needed to be controlled as they were associated with weakness and

instability. However, research is emerging that emotions are essential for motivating actions which are

critical for adapting to challenges of survival or well-being, both personally and professionally. An

individual experience many types of emotions in daily lives such as fear, anger, enjoyment, disgust,

interest, surprise, contempt, shame, sadness and guilt. These emotions become much stronger during

times when the values and beliefs are compromised by individuals.

However, in order to function professionally, individuals often have to temporarily manage these

emotions to encourage smooth communication or avoid conflict. But managing these emotions does

not equate to ignoring them, as this can, over time, take its toll and lead to stress, with true personal

feelings leaking through the mask. The consequence of such mismanagement of emotions leads to HR

functions being overwhelmed by petty conflicts in the workplace which spiral out of control. Emotional

Intelligence is one concept which may help to overcome these conflicts. Factors associated with

Emotional Intelligence such as: well-being, sociability, emotionality and self-control could bring in a

positive signs to lead the happy and peaceful life.

Emotional Intelligence is not just a personal quality which a person either possesses or not. It can

be developed and the individuals have the capacity to change both their interpersonal behavior and how

they view themselves and others. Reflecting on what an individual is looking to change and how that

change can be brought about, is important for individuals seeking to develop their Emotional

Intelligence. Emotional Intelligence development serves two broad purposes. An individual is to

recognize and respond to the feelings of oneself and that of students in the classroom. The other is to

encourage the emotional state in the learners that is conducive to learning.

3. STRESS IN HRM

Stress is said to be a physical, mental, or emotional response to events that causes physical or mental

tension. In simple words, stress is an outer force that has a command over inner feelings. Stress is a



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condition or feeling experienced when a person perceives that demands exceed the personal and social

resources the individual is able to mobilize. In our observation, stress is a self-developed pain by

thoughts. When a person expects more than what he actually deserves for his work, or when a person

thinks it is beyond his capability, and still continues to do, he gets a mental illness. This illness could

be stated as stress. There are chances for this stress to break a person, both, internally and externally,

and so, it is wise to adapt the ways to handle it, at the right time.

Stress is the debilitating effects caused by constant pressure both at work and home are modern

phenomenon. However, stress or at least temporary stress is a very necessary part of our life. One

important function of short term stress is to channel our resources to deal with challenging or even life

threatening situations. Stress is a common problem that affects almost all of us at same point in our

lives. Stress is the body’s reaction to a change that requires a physical, mental or emotional adjustment

or response. Stress can come from any situation or thought that makes you feel frustrated, angry,

nervous, or even anxious. Stress is caused by an existing stress – causing factor or stressor. When stress

was first studied in the 1950s, the term was used to denote both the causes and the experienced effects

of these pressures. More recently, however, the word stressor has been used for the stimuli that provoke

a stress response. One recurrent disagreement among researches concerns the definition of stress in

humans. Stress in human results from interactions between persons and their environment that are

perceived as straining or exceeding their adaptive capacities and threatening their well-being. The

element of perception indicates that human stress responses reflect differences in personality, as well as

differences in physical strength or general health.

4. REVIEW OF LITERATURE

Mondal, Paul and Bandyopadhyay (2012) in their study theyanalyzed the nature and extent of

Emotional Intelligence among secondary level schools teachers of Burdwan district in west

Bengal. The respondents are 300 teachers in urban and rural areas encompassing different

gender, age, teaching experience, qualification and training were taken for the study. The

results revealed that few demographic factors positively impacted on the level of teacher’s

Emotional Intelligence while some were not significant.

Akomolafe (2011) made an attempt to study the interactive and relative effect of Emotional

Intelligence and locus of control on burnout among the secondary school teachers and has

suggested that secondary school teachers should be managed by capable and qualified

counselors for the desired results to be achieved.

Krishnamurthy and Varalakshmi (2011) conducted a study to know the emotional intelligence

of employees working in educational institution. A sample size of 200 teaching and non-

teaching staff was taken for study on the basis of demographic factors. Questionnaires were

designed in five segments consists of personal information, adaptability, assertiveness,

emotional management, self-esteem and relationship of respondents. The result revealed that

the improvement in emotional intelligence would increase the motivation and effectiveness of

the employee.

Research study by Lynda Jiwen Song, et al., (2010) narrates the debate about whether

Emotional Intelligence has incremental validity over and above traditional intelligence

dimensions. Emotional Intelligence and general mental abilities (GMA) differ in predicting

academic performance and the quality of social interactions among college students. Using

two college student samples, it is found that support for the notion that EI and GMA each

have a unique power to predict academic performance, and that GMA is the stronger

predictor. However, the results also show that Emotional Intelligence, but not GMA, is related

to the quality of social interactions with peers.

Sunil and Rooprai (2009) offered a business perspective by studying the relationship between

emotional intelligence, workplace stress, and anxiety. They surveyed 120 randomly selected

students, ages 21-26, all enrolled in universities in India for their Masters of Business

Administration. Males were over represented in this study most likely due to the population of

students enrolled in MBA programs. Sunil and Rooprai sought to understand the role

emotional intelligence plays in moderating work stress and anxiety. They reported significant



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relationships among all three variables. Not surprisingly, stress and anxiety were positively

correlated at .710, indicating that more stressed individuals also experience higher levels of

anxiety. In addition, a negative and significant correlation (-.667) was established between

anxiety and emotional intelligence. Higher levels of anxiety were associated with lower levels

of emotional intelligence. A significant negative correlation was also found for emotional

intelligence and workplace stress (r = -0.547). This would predict lower stress levels for

individuals with higher reported emotional intelligence.

Kaufhold and Johnson (2005) indicated that teachers improving their emotional intelligence

emphasized on the values of individual differences and promote the cooperative learning so as

to solve problems and guide the students to promote social competence.

Pau, Croucher, Sohanpal, Muirhead and Seymour (2004) completed a qualitative follow-up

study to identify how dental students with high and low emotional intelligence differed in

dealing with stress. The researchers found that students with ratings in the high emotional

intelligence group were more apt to utilize reflection and appraisal, social and intrapersonal,

and organization and time-management skills. Students with ratings in the low emotional

intelligence group were more apt to rely on unhealthy behaviors such as procrastination, social

withdrawal, or use of tobacco products. Again, researchers suggest additional research in

focused on improving emotional intelligence in dental students would also increase ability to

cope with stress.

Stewart, et al., (1999) in his study he revealed that it was difficult to balance personal and

academic experiences to maintain well-being and academic success. Effective stress

management is positively correlated with improved performance.

Dickie (1995) completed a qualitative study on occupational stress to examine and analyze

stress situations and stress programs for faculty members in one community college in

Ontario. Some issues examined in this study were related to whether educators suffer from

teaching stress, and also what their participation rates were in such programs. Results revealed

that among 11 educators interviewed, only 1 reported extremely stressful conditions and the

remainder of the population reported from low to moderate stress. Although the faculty

members were aware of the stress prevention program and other professional development

opportunities, their participation rate was poor, particularly for those who needed the services

the most. Because this study was strictly qualitative in nature, it did not investigate the

statistical significance between the perception of stress and demographic variables, and

examining only one college further limits the generalizability of the results.

Grant (1991) surveyed stress factors affecting college educators in Ontario. Results showed

53% (66 out of 125) who returned the questionnaire rated stress level from moderate to quite

stressful. Areas causing the most stress were: student literacy/numeracy skills, indoor air

quality, lack of student motivation and available supplies and resources. The key

recommendation in this study was to enhance both corporate and personal wellness. Since this

study examined only one college, results may not represent other colleges in Ontario. Future

research to examine perceived stress by educators in other college locations is highly

recommended.

5. OBJECTIVES OF THE STUDY

To investigate the level of emotional intelligence, stress among the college educators with

special reference to Arts and Science colleges in Coimbatore city.

To study the factors associated with emotional intelligence and stress.

To analyze the effect of emotional intelligence on stress.

To suggest measures to minimize the stress of Arts and Science college educators.

To study the personal profile of male and female faculty at colleges.



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6. RESEARCH METHODOLOGY

Descriptive research was used for this study. The study used primary data and it was collected through

survey method. For collecting the data, questionnaires was used as a main tool. The data have been

collected purely on proportionate stratified sampling and the sample size is 269.The collected data have

been categorized and processed manually and also through computer. The statistical technique used for

the analysis include like Chi-square Analysis (Test of Independence), Method of variance (Anova),

Karl Pearson correlation were employed. Weighted arithmetic mean was used to investigate the level of

emotional intelligence and to know the factors associated with stress among educators in Coimbatore

city.

7. ANALYSIS OF PERSONAL PROFILE

The below table depicts the information about demographic profile of the educators.

Simple Percentage Analysis

Particulars Details Frequency Percentage

Age

Less than 30 years

30-40 years

40-50 years

Above 50 years

120

121

23

5

44.6

45.0

8.6

1.9

Gender Male

Female

140

129

52.0

48.0

Marital status Single

Married

92

177

34.2

65.8

Educational

qualification

UG

PG

MPhil

PhD

4

110

105

50

1.5

40.9

39.0

18.6

Designation

Lecturer

Assistant Professor

Associate Professor

Professor

10

221

33

5

3.7

82.2

12.3

1.9

Teaching experience

Less than 5 years

6-10 years

11-15 years

16-20 years

Above 15 years

110

107

27

17

8

40.9

39.8

10.0

6.3

3.0

Locality

Rural

Urban

Semi- rural

68

162

39

25.3

60.2

14.5

Annual income

2-5 lakhs

5-8 lakhs

8-10 lakhs

Above 10 lakhs

223

33

7

6

82.9

12.3

2.6

2.2

Family members

Below 2

2-4

4-6

Above 6

13

140

91

25

4.8

52.0

33.8

9.3



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Interpretation

From above table, it has been inferred that most (45.0%) of the respondents belong to the age group of

30-40 years, on gender (52.0%) of the respondents are male, majority (65.8%) of respondents are

married, in the category of educational qualification (40.9%) of the respondents are having PG, with

the designation criteria (82.2%) of the respondents are under assistant professor carder, with regards to

teaching experience (40.9 %) of respondents are below 5 years of teaching experience, to the most

(60.2%) of the respondents are in urban locality, then the respondents with regards to their annual

income category between 2-5 lakhs are holding (82.9%) and finally in the family members count

(52.0%) of respondents are between 2-4.

8. CROSS TABULATION AND CHI-SQUARE

The Cross tabulation procedure forms two-way and three-way analysis. It provides measures of

association for two-way and three-way tables. Cross tabulation was carried out for the demographic

data of the respondent.

Cross tabulation of Age and Gender

Age (in years)

Gender

Total Male Female

Less than 30 70 50 120

30-40 56 65 121

40-50 12 11 23

Above 50 2 3 5

Total 140 129 269

Pearson Chi-Square value=3.803a Sig.=.284

Interpretation

Among the 269 respondents 140 respondents are male of which 70 respondents are on the age group of

less than 30 years, 56 respondents fall between the age group 30-40 years, 12 respondents fall between

the age group of 40-50 years and only 2 respondents fall under the age group of more than 50 years of

age. Among 129 female respondents 50 are falling under the age of less than 30 years, 65 respondents

fall between the age group 30-40 years, 11 respondents fall between the age group 40-50 years and

remaining 3 respondents fall under the age group of more than 50 years of age.

To test whether there is significant association between age and gender of the respondents, chi-

square analysis was carried out. The significance value is 0.284 which indicate the significant level to

be greater than 0.05 and it is inferred that there is no association between the age and gender of the

respondents regarding the emotional intelligence and stress factors.

Cross tabulation of Gender and Designation

Designation

Gender

Total Male Female

Lecturer 4 6 10

Assistant professor 113 108 221

Associate professor 20 13 33

Professor 3 2 5

Total 140 129 269




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Interpretation

Among the 269 respondents 140 respondents are male in which 4 respondents are lecturers, 113

respondents are assistant professors, 20 respondents are associate professors and 3 respondents are

professors. Among the remaining 129 female respondents 6 respondents are lecturers, 108 respondents

are assistant professors, 13 respondents are associate professors and 2 respondents are professors on

their designation.

To test whether there is significant association between gender and designation of the respondents,

chi-square analysis was carried out. The significance value is 0.626 which indicate the significant level

to be greater than 0.05 and it is inferred that there is no association between the gender and designation

of the respondents regarding the emotional intelligence and stress factors.

Cross tabulation of Designation and Annual Income

Designation

Annual income (in lakhs)

Total 2-5 5-8 8-10 More than 10

Lecturer 8 1 1 0 10

Assistant professor 199 21 0 1 221

Associate professor 14 10 5 4 33

Professor 2 1 1 1 5

Total 223 33 7 6 269


Interpretation

Among the 269 respondents 223 respondents fall under the 2-5 lakhs of annual income in which 8

respondents are lecturers, 199 respondents are assistant professors, 14 respondents are associate

professors and 2 respondents are professors by designation.33 respondents fall under the 5-8 lakhs of

annual income in which 1 respondent is lecturer, 21 respondents are assistant professors, 10

respondents are associate professors and 1 respondent is professor by designation. 7 respondents fall

under the 8-10 lakhs of annual income in which 1 respondent is lecturer, no respondents are assistant

professors, 5 respondents are associate professors and 1 respondent is professor by designation. 6

respondents fall under the more than 10 lakhs of annual income in which no respondent is lecturer, 1

respondent is assistant professors, 4 respondents are associate professors and 1 respondent is professors

by designation.

To test whether there is significant association between the designation and annual income of the

respondents, chi-square analysis was carried out. The significance value is 0.000 which indicate the

significant level to be lesser than 0.05 and it is inferred that there is association between the designation

and annual income of the respondents regarding the emotional intelligence and stress factors.

Cross tabulation on Designation and Teaching experience

Designation

Teaching experience (in years )

Total Less than 5 6-10 11-15 16-20 More than 20

Lecturer 7 2 1 0 0 10

Assistant professor 101 95 11 12 2 221

Associate professor 1 10 14 4 4 33

Professor 1 0 1 1 2 5

Total 110 107 27 17 8 269

Pearson Chi-Square value=100.290a

Sig.=.000



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Interpretation

Among 269 respondents 110 respondents are under less than 5 years of teaching experience in which 7

respondents are in lecturer designation, 101 respondents are in assistant professor designation, 1

respondent is in associate professor designation and 1 respondent in professor designation. 107

respondents are under 6-10 years of teaching experience in which 2 respondents are in lecturer

designation, 95 respondents are in assistant professor designation, 10 respondents are in associate

professor designation and no respondent is in professor designation. 27 respondents are under 11-15

years of teaching experience in which 1 respondent is in lecturer designation, 11 respondents are in

assistant professor designation, 14 respondents are in associate professor designation and 1 respondent

in professor designation. 17 respondents are under 16-20 years of teaching experience in which no

respondent is in lecturer designation, 12 respondents are in assistant professor designation, 4

respondents are in associate professor designation and 1 respondent is in professor designation. 8

respondents are between more than 20 years of teaching experience in which no respondent is in

lecturer designation, 2 respondents are in assistant professor designation, 4 respondents are in associate

professor designation and 2 respondents are in professor designation.

To test whether there is significant association between the designations and teaching experience

of the respondents, chi-square analysis was carried out. The significance value is 0.000 which indicate

the significant level to be lesser than 0.05 and it is inferred that there is association between the

designation and teaching experience of the respondents regarding the emotional intelligence and stress

factors.

9. DESCRIPTIVE ANALYSIS

The Descriptive procedure displays univariate summary statistics for several variables in a single table

and calculates standardized values (z scores).

Descriptive Statistics

Variables/

construct Factor Minimum Maximum Mean

Standard

deviation

Emotional

Intelligence

Well being 2.17 5.00 3.6400 .57249

Self-control 2.25 5.00 3.2979 .56830

Emotionality 2.00 5.00 3.2268 .51752

Sociability 1.50 5.00 3.2082 .77349

Global trait 1.83 5.00 3.1691 .48697

Stress

Student relates stress 1.00 5.00 2.5665 .70621

Institutional related

stress 1.33 5.00 2.5297 .56459

Job relates stress 1.00 5.00 2.5011 .56446

Family relates stress 1.20 5.00 2.4788 .58517

Personal relates stress 1.00 5.00 2.4504 .55634



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Interpretation

Descriptive statistics reveals that for all the factors other than Self-Control, Emotionality, Sociability,

Global trait, Studentrelated stress, Institutional stress, Jobrelated stress, Familyrelated stress,

Personalrelated stress, has the mean value low than 3.5 which indicates low level of Emotional

Intelligence, and stress among the educators. The standard deviation is also low for all the factors,

which indicates low variability in the responses given by the respondents which is positive.

One Way Analysis Of Variance One Way Analysis of Variance is performed to identify the significant difference in the perception of

respondents of varied demographic profile with regard to the factors considered for the study.

Analysis of Variance of the respondents of varied educational qualification group

Description Sum of Squares df Mean

Square F Sig.

WELL-BEING

Between Groups 5.915 3 1.972 6.377 .000

Within Groups 81.922 265 .309

Total 87.837 268

SELF-CONTROL

Between Groups .170 3 .057 .210 .889


Total 71.778 268

EMOTIONALITY

Between Groups 4.680 3 1.560 5.050 .002


Total 86.556 268

SOCIABILITY

Between Groups 3.057 3 1.019 4.463 .004


Total 63.554 268

GLOBAL TRAIT

Between Groups .999 3 .333 .554 .646


Total 160.342 268

PERSONAL RELATED STRESS

Between Groups .644 3 .215 .691 .558


Total 82.950 268

JOB RELATED STRESS

Between Groups .319 3 .106 .331 .803


Total 85.390 268

INSTITUTIONAL RELATED STRESS

Between Groups 1.438 3 .479 1.512 .212


Total 85.429 268



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Description Sum of Squares df Mean

Square F Sig.

STUDENT RELATED STRESS

Between Groups 1.340 3 .447 .894 .445


Total 133.659 268

FAMILY RELATED STRESS

Between Groups .720 3 .234 .681 .565


Total 91.769 268

Interpretation

There is no significant difference in self-control factor (F=.210, p>.05), global trait factor (F=.646,

p>.05), personal related factor (F=.691, p>.05), job related stress factor (F=.331, p>.05), institutional

related stress factor (F=1.512, p>.05),student related stress factor (F=.894, p>.05)and the family related

factor (F=.565, p>.05) among the respondents of different educational qualification.

There is significant difference in well-being (F=6.377, p<.05), emotionality factor (F=5.050, p>.05)

and sociability factor (F=4.463, P<.05) among the respondents of different educational qualification.

10. SCOPE OF THE STUDY

The present study has provided many potential paths for the future researchers. Educators are the

backbone for the success of students and also for the success of the educational sector to the greatest

extent. In this study Emotional Intelligence and Stress are the variables of interest. However,

exploration of how Emotional Intelligence and Stress jointly affects the respondents towards their job

is seen. The research focused on both the male and female respondents of Arts and Science Colleges in

Coimbatore. The study has helped the researchers to know the levels of Emotional Intelligence and

Stress in varied aspects as in whole.

11. LIMITATIONS OF THE STUDY

The results of the study are not generalized to other Universities.

The sample size of the study is limited to 269 respondents residing in Coimbatore district

only. So the results may not be generalized to other places.

There is a possibility of personal prejudice with regard to their opinion.

The attitude of people tend to change time to time so sometime the present result may not give

the correct future picture.

12. FINDINGS OF THE STUDY

The following are the important findings of the study on - to investigate the level of emotional

intelligence and stress amongst college educators with special reference to arts and science colleges in

Coimbatore city.

13. PERCENTAGE ANALYSIS

45 % of the respondents are in the age group between 30 - 40 years.

52% of the respondents are male respondents.

65.8 % of the respondents are married.

40.9 % of the respondents have PG as their educational qualification.

82.2 % of the respondents are assistant professors on the designation.

40.9 % of respondents have less than 5 years of teaching experience.



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60.2 % of respondents come from the urban location.

82.9 % of respondents fall under the income level of 2 to 5 lakhs annually.

52.0 % of respondents has 2-4 members in their family members

13.1. Cross Tabulation Analysis

Cross tabulation for Age and Gender reveals that among 269 respondents 140 are male of

which 70 are less than 30 years, 56 between 30-40, 12 between 40-50 and 2 above 50 years.

Among 129 female respondents 50 are less than 30 years, 65 between 30-40 years, 11 between

40-50 and 3 above 50 years.

Cross tabulation for Gender and Designation reveals that among 269 respondents 140 are male

of which 4 are lecturer, 113 are assistant professor, 20 are associate professor and 3 are

professors. Among 129 female respondents 6 are lecturer, 108 are assistant professor, 13 are

associate professor and 2 are professors.

Cross tabulation for Designation and Annual Income reveals that among 269 respondents 223

respondents are between 2-5 lakhs of annual income level of which 8 respondents are

lecturers, 199 are assistant professors, 14 are associate professors and 2 are professors in

designation. Among 33 respondents having 5-8 lakhs of annual income level of which 1 is

lecturer, 21 are assistant professors, 10 are associate professors and 1 is professor in

designation. Among 7 respondents having 8-10 lakhs of annual income level of which 1 is

lecturer, none are assistant professors, 5 are associate professors and 1 is professor in

designation. Among 6 respondents having more than 10 lakhs of annual income level of which

none are lecturer, 1 is assistant professors, 4 are associate professors and 1 is professor in

designation.

Cross tabulation for Designation and Teaching Experience reveals that among 269

respondents 110 are in less than 5 years of teaching experience of which 7 are lecturers, 101

are assistant professors, 1 is associate professor and 1 is professor in designation. Among 107

respondents having teaching experience between 6-10 years 2 are as lecturers, 95 are assistant

professors, 10 are associate professor and none are professor in designation. Among 27

respondents having teaching experience between 11-15 years 1 is lecturer, 11 are assistant

professors, 14 are associate professor and 1 is professor in designation. Among 17 respondents

having teaching experience between 16-20 years none are lecturers, 12 are assistant

professors, 4 are associate professor and 1 is professor in designation. Among 8 respondents

having teaching experience of more than 20 years none are as lecturers, 2 are assistant

professors, 4 are associate professor and 2 are professor in designation.

13.2. One Way Analysis Of Variance

There is no significant difference in self-control factor (F=.210, p>.05), global trait factor

(F=.646, p>.05), personal related factor (F=.691, p>.05), job related stress factor (F=.331,

p>.05), institutional related stress factor (F=1.512, p>.05), student related stress factor

(F=.894, p>.05)and the family related factor (F=.565, p>.05) among the respondents of

different educational qualification.

There is significant difference in well-being (F=6.377, p<.05), emotionality factor (F=5.050,

p>.05) and sociability factor (F=4.463, P<.05) among the respondents of different educational

qualification.

14. CONCLUSION

Science and technology are advancing day by day in the society. Today society is accepting all these

changes the changes cause different problem in the society. Emotional intelligence is the life blood of

every organization, and is a vital element in human relationships and success at work and in life.

Understanding the feelings and emotions, being able to manage them effectively and in turn

understanding others' emotions and responding to their concerns is what emotional intelligence is all



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about. Emotional intelligence can be beneficial in many areas of life; it calls for the acquisition of

certain emotional skills. However, the application of its usefulness has been most frequently

documented in the professional workplace.

The researcher conducted level of stress among the college educators in arts and science colleges

in Coimbatore. The findings of the study shows that based on the level of emotional intelligence and

stress face in these institutions. The stress factor such as personal related, job related, institution

related, student related and family related. The researcher hopes suggestions forward may be

implemented by the institutions to overcome the stress among the college educators.

The outcome of study has also highlighted the fact all the educators both male and female had

equal job satisfaction as well as job stress with emotional intelligence aspects, the gender

discrimination never influence the stress level of educators. Hence, the study concludes that the

relaxation techniques suggested for the Arts and Science College teaching staff members will definitely

help them to overcome their stress.

REFERENCES

[1] Mondal, N.K., Paul, P.K and Bandyopadhyay.A. ,(2012), A study of Emotional

Intelligence level between secondary school teachers: A study in Burdwan District in

West Bengal, International Journal of Social Science Tomorrow, 1(4), 1-6.

[2] Akomolafe et.al, “Emotional Intelligence and Locus of control as predictors of burnout

among secondary school Teachers”, European Journal of Social Sciences- Vol 20 pg 369,

2011.

[3] Krishnamurthy, M&Varalakshmi, S, “Emotional Intelligence- A study with special

reference to the employees of Salalah College of technology.” International Journal of

Research in Commerce and Management, Vol.No.2, Issue 1 pg 27- 34, ISSN 0976-2183,

2011.

[4] Lynda Jiwen Song, Guo-hua Huang, Kelly Z. Peng, Kenneth S. Law, Chi-Sum Wong,

Zhijun Chen ,(2010), The differential effects of general mental ability and emotional

intelligence on academic performance and social interactions,38(1), 137-143.

[5] Kaufhold JA. Johnson LR , Educ, 125(4) 615-626, 2005

[6] Dickie, K. (1995). Stress and the college educator: A qualitative study. Unpublished

M.Ed. thesis. Brock University, St. Catharines.

[7] Grant, G.F. (1991). Stress factors among college educators. Unpublished M.Ed. project

Brock University, St. Catharines. (ERIC Document Reproduction Service No. ED 350

940).

[8] Sunil, K., &Rooprai, K. Y. (2009). Role of emotional intelligence in managing stress and

anxiety at workplace. Proceedings of the American Society of Business and Behavioral

Sciences (ASBBS), Las Vegas, 16(1).

[9] Stewart, S. M., Lam, T. H., Betson, C., Wong, C. M. & Wong, A. M. (1999).A

prospective analysis of stress and academic performance in the first two years of medical

school.Medical Education 33 (4), 243–250.

[10] Pau, A.K.H., Croucher, R., Sohanpal, R., Muirhead, V., & Seymour, K. (2004).Emotional

intelligence and stress coping in dental undergraduates-a qualitative study, British Dental

Journal 197, 205-209.

http://www.sciencedirect.com/science/article/pii/S0160289609001214

http://www.sciencedirect.com/science/article/pii/S0160289609001214

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