Emotional Maturity of Secondary School Teachers in Relation to Their Type of Management and Religion
The word ‘emotion’ was derived from Latin word ‘emovere’, which means ‘to move’, or ‘to agitate’. According to Psychology, ‘maturity’ is defined as the ability to respond to the environment in a right manner and this response can be acquired only through the process of learning, but is not instinctive. Emotional maturity is defined as “an array of capabilities, competencies and skills that influence one’s ability to cope with environmental demands”. As the teachers will be facing different kinds of situations at different interval of times during their stay at school, so in order to deal appropriately with all those kinds of situations, their emotional maturity plays a significant role. Hence by controlling their maturity levels, teachers can concentrate on their daily activities in their classrooms, and can use their skills to transform their students as the responsible citizens. Hence an attempt has been made to study the emotional maturity of secondary school teachers. The investigator employed random sampling technique to gather information from 640 secondary school teachers, by utilizing the Emotional Maturity Scale developed by Singh & Bhargava, and it was analyzed, by using Mean, Standard Deviation, C.R test and ANOVA. The findings revealed that the type of management of secondary school teachers does make a significant difference in their emotional maturity, and religion of secondary school teachers doesn’t make a significant difference in their emotional maturity.Keywords: Emotion, Maturity, Emotional maturity, Type of management, Religion and Secondary school teachers.
HOW TO CITE
Abdul Rahim (2023).Emotional Maturity of Secondary School Teachers in Relation to Their Type of Management and Religion. IAA JOURNAL OF SOCIAL SCIENCES, 9(1):7-11.