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This study examines the emotional intelligence of teachers in higher education in Haryana, focusing on gender and types of schools. Objectives include assessing the impact of gender and school types on emotional intelligence and employee performance. Hypotheses propose significant influences of gender and types of schools on these variables. The stratified random sampling method selects 400 teachers in Gurgaon and Rohtak, Haryana, using an Emotional Intelligence Inventory. Findings reveal significant gender-based variations, with female teachers exhibiting higher emotional intelligence scores than males. However, no significant differences emerge among different types of institutions (Government, Private, Government-Aided). Educational implications emphasize tailored interventions for male teachers and a uniform approach across institutions. Suggestions include implementing targeted training programs and fostering positive emotional climates. Future research could explore nuanced factors affecting emotional intelligence in diverse institutional contexts.
Kuldeep Chaudhary (Wed,) studied this question.