ATTITUDE OF PROSPECTIVE TEACHERS Dr Aniruddha Chakraborty Associate

ATTITUDE OF PROSPECTIVE TEACHERS Dr. Aniruddha Chakraborty Associate Professor

Rte act 2009 and education RTE act 2009 envisages heterogeneous classrooms where all students have equitable access to grade appropriate and intellectually challenging curriculum, continuous and comprehensive evaluation, productive interactions with the teacher and equal status interactions with the peers. In such a classroom students display their skills, talents and understanding of the content.

§So, there is a change in nature of teaching profession in respect to contemporary era §Changing pattern of teaching profession effects on the attitude towards teaching profession too

ATTITUDE ü An internal state of preparation for action - Herbert Spencer and Alexander Bain. üAn attitude as the net affective feeling of a stimulus rather than as bodily orientation _ Thurston. üThomas' concept of attitude afforded him the subjective factor with which, together with the objective value, he sought to account for human social behaviour. üPark used the attitude for a different purpose. He sought the ultimate social forces within each individual which would account for all human behaviour. He employed attitude as these ultimate units of analysis. üDewey built his social psychological scheme for the analysis of human behaviour upon three analytic tools: impulse, attitude and thought. Attitude organizes impulse in this scheme, and must be taken into account in order to understand human behaviour. üBain employed the attitude to refer to a particular kind of overt behaviour.

üA person's attitude is ‘the relatively stable overt behaviour which affects his status’ (Bain, 1928) üAn attitude is "a process of individual consciousness which determines real or possible activity of the individual in the social world" (Thomas and Znaniecki, 1927) üan attitude is “a psychological tendency that is expressed by evaluating a particular entity with some degree of favour or disfavour”. [Eagly, A. H. , & Chaiken, S. (1993) üAn attitude can be defined as ‘a psychological tendency to view a particular object or behaviour with a degree of favour or disfavour’. (Albarracin, 2005) üAn attitude is "a relatively enduring organization of beliefs, feelings, and behavioural tendencies towards socially significant objects, groups, events or symbols" (Hogg and Vaughan, 2005) ü“Attitudes are the evaluative judgments that integrate and summarize. . . cognitive/affective reactions” (Crano and Prislin, 2006)

Guidelines for attitude measurement (Henerson, Morris & Fitz-Gibbon, 1987) Scales ØIdentify construct ØMeasuring construct ØConstruct an attitude measure ØConduct a pilot study ØRevise tests for use ØSummarize, analyze, and display results üThurstone scale üLikert scale üSemantic differential üGuttman scale

EMOTIONAL INTELLIGENCE v"the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions" (Salovey and Mayer, 1990) v"managing feelings so that they are expressed appropriately and effectively, enabling people to work together smoothly toward their common goals. " (Goleman , 1995) v. Mayer and Salovey (2000) proposed a model that identified four different factors of emotional intelligence: the perception of emotion, the ability reason using emotions, the ability to understand emotion and the ability to manage emotions.

Dimensions Self-awareness • Emotional awareness, • Self-confidence Self-regulation • Self-control • Trustworthiness • Conscientiousness • Adaptability • Innovation Self-motivation • Achievement drive • Commitment • Initiative • Optimism Social skills Empathy • Service orientation • Developing others • Leveraging diversity • Political awareness • Influence Communication • Leadership, • Change catalyst • Conflict management • Building bonds • Collaboration and cooperation • Team capabilities

Emotional Intelligence Scales üGoleman's Emotional Intelligence Test written for Utne Magazine üTrait Meta Mood Scale üBar. On Emotional Quotient Inventory üSchutte Emotional Intelligence Scale üMultifactor Emotional Intelligence Scale üEmotional Competence Inventory üEmotional Intelligence Self Regulation Scale üTapia Emotional Intelligence Inventory üEmotional Intelligence Scale üMayer-Salovey-Caruso-Emotional Intelligence test (MSCEIT) (Mayer et. al. 2003) üGenos Emotional Intelligent scale (Gignac, 2010)

PERSONALITY “personality is a dynamic organization within the individual of those psychophysical systems that determine her/his unique adjustment to her/his environment”. (Allport, 1948) “an individual’s personality then is his unique patterns of traits ----- A trait is any distinguishable, relatively enduring way in which an individual differs from another”. (Guilford , 1959) “personality is that which permits a prediction of what a person will do in a given situation”. (Cattell , 1950) “personality as more or less stable and enduring organization of a person’s character, temperament, intellect and physique that determines person’s unique adjustment to the environment”. (Eysenk, 1971)

One basic truth is that individual is unique and it is product of its own functioning. Common element of most definitions is that they stress need to understand the meaning of individual differences. Personality is what makes an individual unique.

Measuring Personality ØBell’s Adjustment Inventory ØMinnesota Multiphase Personality Inventory (MMPI) ØCattell’s 16 Personality Factor Questionnaire ØEdwards Personal Preference Schedule (EPPS) ØBig Five Inventory

Operational definitions of the terms üProspective teachers are the All B. Ed. Trainees of the Teacher Education Institution of West Bengal. ü Attitudes towards teaching profession is assessed in term of high, average or low by self constructed scale score. üEmotional intelligence of prospective teachers is assessed in term of high, average or low by self constructed EI scale score. üScores on Big Five Inventory questionnaire, with a high score indication a more favourable personality trait and a low score indicating a less favourable personality trait of prospective teachers. üGender is represented as male and female prospective teachers. üRelation means the effect of independent variables into dependent variables

Development of Instrument Item Construction Expert Opinion Pilot Study Item Analysis Norm Selection Final form of the Scale Validity and Reliability Test

Components of Emotional Intelligence Scale üPersonal competencies determine how we manage ourselves. üSocial competencies determine how we handle relationship. üPersonal competencies are categorized under the dimensions namely; self-awareness, selfregulations and self-motivation üsocial competencies are categorized under two dimensions namely; empathy and social skills.

Gender variable Finding shows that mean value female prospective teachers are 282. 84 and mean value of male prospective teachers are 277. 13. So the mean difference is in favour of female prospective teachers are 5. 71. Also a significant difference exists among the male and female prospective teachers’ attitude towards teaching profession. So it is concluded that female prospective teachers have more favourable attitude towards teaching profession than their male counterpart. This finding can be interpreted as an indicator of the fact that compared to the past, the profession of teaching, especially at secondary school level, is gradually becoming a profession for females every passing day. Generally females are more sympathetic and caring to the children in respect to males due to their natural phenomenon. This attribute is also reflects on the present study.

Emotional Intelligence variable The mean value of high, average and low emotional intelligent prospective teachers’ attitude towards teaching profession are 280. 13, 279. 68 and 280. 00 respectively. It implies that high emotional intelligent prospective teachers have somehow little bit more favourable attitude towards teaching profession. But it is not significant at all. The results shows that pair of three levels of emotional intelligent prospective teachers’ attitude do not differ significantly towards teaching profession.

Big five personality traits In the present study mean values of prospective teachers those who are belonging to the five different personality traits in relation to attitude towards teaching profession are found 289. 15 for extroversion trait, 291. 94 for agreeableness trait, 289. 94 for conscientiousness trait, 277. 81 for neurotic trait and 287. 41 for openness trait. Arranging as per descending order in respect to mean values of the five different traits the sequence is as follows: agreeableness > conscientiousness > extroversion > openness > neuroticism. In the present study the prospective teachers are scored higher in comparison to agreeableness trait with neuroticism trait. It is also found from the statistical analysis of the collected data that the prospective teachers with the neuroticism personality traits have significant differences having with the other four personality traits in the direction of attitude towards teaching profession. That means prospective teachers having neuroticism personality trait show less favourable attitude towards teaching profession in comparison to other four personality traits.

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