1. Regression Analysis to Find Out the Effects of Teacher Educators’ Emotional Intelligence on their Teaching Practices Hammad, M. & Naseem, S.

2. Introduction
At any classroom, teacher is the most influential variable influencing students’ achievement outside of the child’s home environment.
Many studies have attempted to identify the specific attributes of the teachers who are more effective than others.
During the last decade, research has shown that teachers, who work to develop relationship, while delivering relevant and rigorous instruction, demonstrate greater student achievement (Darling- Hammond as cited in Rust, 2014).

3. Cont..
According to Santiago (2010), EI of an individual is more important for the success than his/ her IQ.
She stated that for the success, better communication for conveying ideas and interaction does matter a lot than being an intellectual only.
She found EI as a reliable indicator of academic achievement than common intelligence.
A similar relationship may exist in the field of education between teachers who exhibit student centered teaching practices and their students better academic achievement.

4. Cont.. The purpose of this research was multifold.
It investigated the influence of teacher educators’ EI on their teaching practices.
Also focused on finding the relationship between two variables, that are, ‘Emotional Intelligence’ of teacher educators and their ‘Teaching Practices.’

5. Cont..
The study also examined whether teacher educators who have high EI were applying teacher centered practices or student centered practices in their classrooms.
Furthermore, the study also investigated which of the competencies of Emotional Intelligence influencing teacher educators’ teaching practices.

6. Cont..
The current study used Goleman’s (2000) Emotional Intelligence framework for EI and Danielson’s (2013) framework for teaching practices as a theoretical Framework.

7. Problem Statement
It has been criticized that the prospective teachers prepared by Teacher Education Program do not employ innovative strategies and techniques in their classrooms (Korthagen, Loughran, & Russell, 2006).

8. Cont..
Korthagen et al. (2006) stated that “Learning about teaching is enhanced when the teaching and learning approaches advocated in the program are modeled by the teacher educators in their own practices” (p. 1036).
Similarly, Avner (2001) argued that majority of teacher educators do not use strategies in their classes that they teach to their students.

9. Cont.. The above cited research highlights two issues:
the first one is ‘preparing the prospective teachers is the responsibility of teacher education programs.’
The second one is that ‘teachers should model student- centered practices in their classrooms rather than only teaching them traditionally.’

10. Cont..
Such practices would be very helpful for improving the quality of Teacher Education Program as well as for preparing the quality teachers.

11. Cont..
The study aimed to find out the influence of teacher educators’ EI on their teaching practices.
Whether those teacher educators with high EI were employing teacher centered teaching practices or student centered teaching practices in their classrooms.

12. The article focused on the following research questions.
What is the level of EI among the teacher educators of B. ED (Hons.) Elementary Program in Rawalpindi and Islamabad?
What are the TP’s used by teacher educators of B. ED (Hons.) Elementary Program in Rawalpindi and Islamabad?

13. Cont..
How does EI correlate with TP’s of teacher educators of B. ED (Hons.) Elementary Program in Rawalpindi and Islamabad?
How does EI influence TP’s of teacher educators of B. ED (Hons.) Elementary Program in Rawalpindi and Islamabad?
How does EI competencies influence TP’s of teacher educators of B. ED (Hons.) Elementary Program in Rawalpindi and Islamabad?

14. On the basis of research questions, it was hypothesized that;
Hypothesis
On the basis of research questions, it was hypothesized that;
Teacher educators of B. Ed Hons. Elementary Program in Rawalpindi and Islamabad are not Emotional Intelligent.
Teacher educators of B. Ed Hons. Elementary Program in Rawalpindi and Islamabad are not employing student centered teaching practices.

15. Cont..
There is no relationship between EI and Teaching Practices of teacher educators of B. ED (Hons.) Elementary Program in Rawalpindi and Islamabad.
Emotional Intelligence does not influences the teaching practices of teacher educators of B. ED (Hons.) Elementary Program in Rawalpindi and Islamabad.

16. Cont.. The sub hypotheses were:
‘Emotional self- awareness’ does not influences the TP’s of teacher educators.
‘Self-confidence’ does not influences the TP’s of teacher educators.
‘Emotional self- control’ does not influences the teaching practices of teacher educators.
‘Achievement drive’ does not influences the teaching practices of teacher educators.
‘Developing others’ does not influences the teaching practices of teacher educators.
‘Conflict Management’ does not influences the teaching practices of teacher educators.

17. Delimitations
The study was delimited to only teacher education institutions in Rawalpindi and Islamabad due to time constraint.
The study was also delimited to teaching practices of teacher educators as it does not cover any other aspect of teaching within the classroom.
Neither the teacher educators were observed by the researcher nor were their students approached to triangulate the practices.

18. Methods and Techniques
This study employed explanatory design in its attempt to determine, describe, and analyze the influence of EI on teaching practices of teacher educators.
It also studied whether the EI correlate to the teaching practices or not.
The level of teacher educators’ EI and TP’s were also found in this study.

19. Cont..
The data were collected by using survey method with the help of EI Que and TP Que that were designed on 5 Likert Scales.

20. Population and Sample
The targeted population of the study was the teacher educators of B.ED (Hons.) Elementary Program in Rawalpindi and Islamabad.
The duration of B.ED (Hons.) Elementary Program was four year.
There were four institutions in Rawalpindi and Islamabad offering B.ED (Hons.) Elementary Program.
All the institutions were selected for data collection.
From each of the four institutions, all the teacher educators were selected for data collection.
Those was around eighty but the response rate was fifty one, which was sixty four percent of the whole population of teacher educators of B.ED (Hons.) Elementary Program.

21. Purposive Sampling Technique
The study purposively selected only those teachers who were ‘Teacher Educators’ of B. Ed (Hons.) Elementary Program of Rawalpindi and Islamabad.

22. Distribution of respondents by Institutions
Institutions with B.ED (Hons) Elementary Program
Total No. of Teacher Educators
No. of Respond
%age
Institution 1 20 16
Institution 2 14
17.5
Institution 3 18 11
13.75
Institution 4 22 10
12.5
Total 80 51
63.75
Table 1. Distribution of Respondents by Institutions

23. Two instruments were used to collect data from respondents
Emotional Intelligence Questionnaire (EI Que)
Teaching Practices Questionnaire (TP Que)

24. Emotional Intelligence Questionnaire (EI Que)
EI Questionnaire was adapted by the research conducted in Pakistan on ‘Impact of Emotional Intelligence on the performance of university teachers’ by Mehmood, Qasim and Azam (2013).
It measured the level of EI of the teacher educators of B. Ed (Hons.) Elementary Program in Rawalpindi and Islamabad.
EI Questionnaire was designed on 5 Likert Scale and consisted of six parameters.

25. Cont..
EI was measured which covered the personal and social domains of Emotional intelligence given by Goleman framework (2000).
The EI Questionnaire consisted of thirty four items in a five point Likert Scale in which 5= Always, 4= Sometime, 3= Undecided, 2= Rarely, 1= Never on six parameters of EI and these parameters were:

26. Parameters of EI Que Emotional Self- Awareness (ESA)
Self Confidence (SC)
Emotional Self- control (ESC)
Achievement Derive (AD)
Developing others (DO)
Conflict Management (CM)

27. Teaching Practices Questionnaire
TP Questionnaire measured the most frequently used student- centered teaching practices of teacher educators.
TP Que was based on the sixteen teaching practices that have been researched by Menlo, Marich, Collet, Evers, Fernandez, and Ferris (1990).
It was a cross cultural Meta research work conducted on five countries on ‘Teaching practices in the United States in the context of comparison with practices in four other countries.’

28. Cont..
These practices were converted on five Likert Scale that studied teacher educators’ level of intensity of teaching practices in the classroom.
These levels were ‘Very High’ student centered teaching practices, ‘High’ student centered teaching practices, ‘Moderate’ student- centered teaching practices, ‘low’ student centered teaching practices and ‘Very Low’ student centered teaching practices.

29. Reliability The two Questionnaires, EI and TPs’ were pilot tested.
Cronbach’s alpha reliability of EI Que was 0.85.
Reliability of TP Que was 0.9 respectively.

30. Analysis & Interpretation of Data
The analysis revealed that all the teacher educators were at the high level of emotional intelligence.
and were employing high student centered TPs in their classrooms.
The results of the data analysis of the study are given in the table below.

31. Descriptive Interpretation Emotional Intelligence
Table 2. Descriptive Measure of Emotional Intelligence and Teaching Practices of Teacher Educators of B.ED (Hons.) Elementary Program
Descriptive Interpretation
Emotional Intelligence
Frequency
Teaching Practices
Very High
4.5 – 5.0 --
High
3.5 – 4. 49 47 51
Mod
2.5 – 3.49 4
Low
1.5 – 2.49
Very Low
0.5 – 1.49
Total
Mean Score
3.946
4.28
High Emotional Intelligent
High Student Centered

32. Descriptive Measures and Interpretation of Correlation between Emotional Intelligence and Teaching Practices of Teacher Educators
This part presents the relationship between teacher educators’ EI and teaching practices which were employed and modeled by them in their classrooms to prepare pre service teachers.
One of the objectives of the study was to investigate the ‘Influence of teacher educators’ EI on their teaching practices.’
Spearman correlation was used to find out the relationship between EI which was independent variable and teaching practices which was dependent variable of the study.

33. Table 3 Correlation Matrix of the Independent and Dependent Variable
Variables N
Spearman Correlation (r)
Significance Level
Ind V: EI
Dep V: TPs’ 51
0.411 **
0.003
Table 3. Correlation between EI and TP’s

34. Cont..
Table 3 shows the relationship between teacher educators’ EI and their teaching practices.
The analysis of correlation from table 3. shows that there is a significant positive relationship of ** between two variables which means that the higher the level of EI of teacher educators, better they tend to use teaching practices which are more student centered or lower the level of EI of teacher educators least they tend to use teaching practices which are less student centered.
The value ** indicates low but significant correlation between teacher educators’ EI and teaching practices.

35. Cont..
The EI of teacher educators of B.ED (Hons.) Elementary Program were significantly correlated to the teaching practices used by them in their classrooms at 0.01 at 2- tailed test.
Therefore r = **, p <0.01.
While on the other side, Pearson Correlation also shows positive significant relationship of r = ** at 0.01 at 2- tailed test with p <0.01.

36. Cont..
The relationship is a positive forty one percent which means that as one variable goes up or down so will the other one.
So, these results can be interpreted as, forty one percent of the total respondents’ teaching practices were correlated with their emotional intelligence.

37. Descriptive Measures and Interpretation of Regression to find the Influence of Teacher Educators’ Emotional Intelligence on their Teaching practices
This part presents the descriptive measures and interpretation of influence of teacher educators’ EI on their teaching practices.
Teaching practices which were employed and modeled by Teacher Educators of B. Ed (Hons.) Elementary Program in preparation of pre service teachers were influencing by their EI or not.

38. Table 4. Regression Analysis of EI on Teacher Educators’ TP’s
Regression (R)
Significance Level 51
0.37
0.008

39. Cont..
Table 4 indicates that EI positively influence the teaching practices of teacher educators.
R value is 0.37 which shows that thirty seven percent respondents’ EI influence their teaching practices.
The calculated significant value is which is less than alpha 0.01 which indicates the significant influence of EI on teaching practices of teacher educators.
Result shows that EI has a positive and significant influence on the teaching practices of teacher educators.

40. Table 4.1. Regression Analysis of ESA on Teacher Educators’ TP’s
Influence of Emotional self-awareness on Teaching Practices of teacher educators N
Regression (R)
Significance Level 51
0.328
0.19
Table 4.1. Regression Analysis of ESA on Teacher Educators’ TP’s

41. Cont..
Table 4.1 shows the regression is which indicates that thirty two percent of the respondents’ Emotional self- awareness influence their teaching practices.
The calculated p value is 0.19 which is greater than alpha 0.05.
It supports the sub null hypothesis that Emotional Self- awareness does not influence the teaching practices of teacher educators.

42. Table 4.2. Regression Analysis of SC on Teacher Educators’ TP’s
Influence of self-confidence on Teaching Practices of teacher educators N
Regression (R)
Significance Level 51 --
Table 4.2. Regression Analysis of SC on Teacher Educators’ TP’s

43. Cont.. Table 4.2 indicates the regression that is 0.
It shows respondents’ self-confidence has no influence on their teaching practices neither positive nor negative.

44. Table 4.3. Regression Analysis of ESC on Teacher Educators’ TP’s
Influence of Emotional Self-control on Teaching Practices of teacher educators N
Regression (R)
Significance Level 51
0.302
0.031
Table 4.3. Regression Analysis of ESC on Teacher Educators’ TP’s

45. Cont..
Table 4.3 indicates the regression that is 0.30, shows that the respondents’ emotional self-control has thirty percent influence on their teaching practices.
The findings are significant at which is less than alpha 0.05 that indicates ESC has a significant influence on the teaching practices.
It does not support the sub null hypothesis that ‘Emotional Self- control’ does not influence the teaching practices of teacher educators.

46. Table 4.4. Regression Analysis of AD on Teacher Educators’ TP’s
Influence of Achievement Drive on Teaching Practices of teacher educators N
Regression (R)
Significance Level 51
0.4
0.010
Table 4.4. Regression Analysis of AD on Teacher Educators’ TP’s

47. Cont.. Table 4.4 indicates the regression that is 0.40.
It shows that forty percent respondents’ achievement drive positively influence their teaching practices.
The calculated p value shows that there is a significant influence of EI on teaching practices.
The findings are significant at which is less than alpha that does not support the sub null hypothesis that ‘Achievement drive’ does not influence the teaching practices of teacher educators.

48. Table 4.5. Regression Analysis of DO on teacher educators’ TP’s
Influence of Developing Others on Teaching Practices of teacher educators N
Regression
Significance Level 51
0.415
0.002
Table 4.5. Regression Analysis of DO on teacher educators’ TP’s

49. Cont.. Table 4.5 indicates that the regression is 0.41.
It can be interpreted as forty one percent ‘Developing Others’ by respondents influence their teaching practices.
The findings are significant at which is less than alpha that does not support sub null hypothesis that ‘Developing Others’ does not influence the teaching practices of teacher educators.

50. Table 4.6. Regression Analysis of CM on Teacher Educators’ TP’s
Influence of Conflict Management on Teaching Practices of teacher educators N
Regression
Significance Level 51 --
Table 4.6. Regression Analysis of CM on Teacher Educators’ TP’s

51. Cont.. The above table 4.6 indicates that there is 0 regression.
It shows that the respondents’ conflict management has no influence on their teaching practices neither positive nor negative.
The results do not support hypothesis that ‘Conflict Management’ significantly influence the teaching practices of teacher educators.

52. Conclusion
It was concluded on the basis of the finding of the study that teacher educators of B. Ed (Hons.) Elementary Program of Rawalpindi and Islamabad were highly emotional intelligent.
And the teaching practices which they were employing in the preparation of pre-service teachers were highly student centered.
The study found the positive and significant relationship and influence of emotional intelligence on teaching practices of teacher educators of B. Ed (Hons.) Elementary Programs in Rawalpindi and Islamabad.

53. Cont..
This research also highlights the influencing and non-influencing competencies of emotional intelligence.
In which Emotional Self- control, Achievement drive and Developing others are the influencing competencies which positively influenced teacher educators’ teaching practices.
While Self- confidence, Emotional Self-Awareness and Conflict management were the non- influencing competencies which do not influence the teaching practices of teacher educators..

54. Recommendations
The finding of this study indicates that EI significantly affect the TP’s of teacher educators. The study put forward the following recommendations.
The same study will be conducted on large sample size and the future researcher may use some other techniques and methods to collect data e.g., direct classroom observation of teacher educators and students focus groups for triangulation.

55. Cont..
Another further research may be conducted to find out the influence of EI on the management of the ‘Teacher Education Program’ with the other competencies instead of the six used in this research.
The study will also be conducted at provincial level to find out the influence of EI on the demographics of teacher educators or pre service teachers of B. Ed (Hons) Elementary Program in Punjab.