There are a number of different methods to measure intelligence, and the most famous of this is the 'Intelligence Quotient'(IQ) test (Schlingen, 2003). Then, majority of the administrators tend to associate teaching performance to the high academic excellence (Tenedero, 2003). Although IQ tests may assess analytical and verbal aptitude well, however they are not an accurate test of creativity, of practical knowledge, and other skills involved in problem solving (Fer, 2004).
This study focuses on the emotional quotient (EQ) of the teachers as a set of abilities that develop emotional and social skills, which combine feelings with thinking. Thus, its concept provides a framework that allows the teachers to identify their specific emotional skills in order to understand and to facilitate teaching properly. This study aims to determine the emotional experience of teachers in path of their careers considering it is a powerful tool for dealing with exceptional students.
According to Fer (2004) that many researchers had not far attempted to explore the EQ experience of the teachers. In other words, only few researches had been made in the influences of personality and attitude on teaching performance. Moreover, EQ as indicator for teaching performance was not yet been explored in depth.
This study is anchored to the theory of Thorndike, Wechsler & Gardner that emotional quotient is the most useful and interesting to consider in work performance. It is supported by Castillo’s (2007) research and study that emotional intelligence is significantly and highly correlated with job performance because it plays an important role in increasing the workplace productivity. Being emotionally intelligent and developing EQ skills increase the productivity by 66% to all jobs and by 85% for managerial (Goleman 2001). The EQ is increasingly relevant to organizational development and developing people, because its principles provide a new way to understand and assess people's behaviors, management styles, attitudes, interpersonal skills, and potentials ([email protected]). It is important in human resources planning; job profiling, recruitment interviewing and selection, and management development (corporateperspectives.com/emot.html) because it has been shown to be a consistent predictor of personal and professional achievement ([email protected]).
The above researchers’ studies imply that a person’s ability to perceive, identify and manage emotion provides the basis for the kinds of social and emotional competencies that are important for success in almost any job. The demands on emotional abilities are increasingly important in today’s work. EQ achieves a dominant position in our life (Ashkanasy 2002). Psychologists generally agree that among the ingredients for success, IQ counts for roughly 10% (at best 25%); the rest depends on EQ (Akers 2003). Studies have shown that IQ tests can forecast up to 20 percent of success in the workplace (Capsambelis, 2006) yet the 80% of our achievement is owed to EQ. The 90% difference between star performers and average performers was attributable to EQ.
In this study it will aid in the assessment of teaching effectiveness in order to provide the individual teacher with specific information to enhance instruction and to provide information for use in personnel actions. Moreover, it will help in the development of the one’s emotional literacy and self-knowledge in order to produce socially acceptable objectives and satisfy individual self-actualization needs.