Chapter III

METHODOLOGY
OF THE STUDY
Chapter III Methodology of the Study

CHAPTER III
METHODOLOGY OF THE STUDY
“Research is simply a systematic and technique of thinking, employing specialized
tools, instruments and procedures in order to obtain a more adequate solution
to a problem; collect data or facts; analyze these critically and make
decisions based on the actual evidence.”
-- Crow Ford

A systematic approach to find the answers to relevant questions about any

phenomenon or event by applying scientific procedures is called Research. Research is
considered to be the most formal, systematic and intensive process of carrying on a
scientific method of analysis. Research is directed towards the solution of a problem. The
ultimate goal is to discover cause and effect relationship between variables. Research
emphasizes the development of generalizations, principles or theories that will be helpful
in predicting future occurrences. It is a systematic and objective analysis and recording of
controlled observations that may lead to the development of generalizations principles or
theories, resulting in prediction and control of the events.

Keeping into mind the above characteristics of any research work, the present
investigation was carried out in a systematic manner by employing appropriate research
method and techniques. The inclusive plan of present study has been explained in this
Chapter under following major heads:

1. Research Method used

2. Research Approach Followed

3. Variables of the study

4. Population and Sampling

5. Research Tools Used

6. Data Collection

7. Scoring Procedure

8. Data Organization and Tabulation

9. Statistical Designs Used

10. Statistical Techniques Used

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Chapter III Methodology of the Study

3.1 RESEARCH METHOD USED

Plan and procedure is an important part of any investigation if it is to be carried
out in a systematic manner in real sense. For realizing the objectives of present
investigation, ‘Survey’ technique under descriptive method of research was used in which
information is collected without changing the environment. It is used to obtain the
information concerning the current status of the phenomenon to describe ‘what exists’
with respect to variables or conditions in a given situation. Descriptive research includes
nature and status of anything, set of conditions, a class of events, a number of objectives,
a group of persons, a system of thoughts or any other kind of phenomenon which are
highways of the study.

Survey research is in general used to assess attitude, aptitude, knowledge,

opinions, and feelings. Survey results are considered to be accurate and narrow or
specific, or it can have more global, widespread goals. Today, research based on survey is
used by many groups viz. Educational Psychologists, Psychologists and Sociologists to
analyze behavior of the people they consider as subjects for their surveys. This method is
also used by the media, such as, in evaluating political candidates, public health officials,
professional organizations, and advertising and marketing directors to meet their
pragmatic needs.

As the survey consists of a predetermined set of questions or statements that is

given to a selected people or sample, which form a representative sample, that is, smaller
portion of the larger population of interest, one can describe the attitudes of the
population from which the sample was drawn. Further, it helps in comparing the attitudes
of different populations as well as look for changes in attitudes over time. A good sample
selection is key as it allows the researcher to generalize the findings from the sample to
the population, which is the whole purpose of survey research.

On the basis of above mentioned discussion and keeping in view objectives of the
study, it was thought justified by the investigator to employ ex-post facto research design
for conducting present study. In the present study, gender, locality, type of institution,
self-efficacy and adjustment were taken as independent variables whose impact was
measured on dependent variable i.e. emotional intelligence of teacher trainees. Although,
there are many factors which might affect emotional intelligence of teacher trainees but
these factors or extraneous variables are beyond the control of the investigator. The data

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for the present investigation were collected in naturally occurring circumstances and no
specific arrangement or treatment was employed by the researcher to study the influence
of independent variables (self-efficacy and adjustment) on dependent variable i.e.
emotional intelligence.

3.2 RESEARCH APPROACH FOLLOWED

A research approach is the procedure selected by the researcher to collect,
analyze, and interpret data. It is a comprehensive set of strategies and techniques
implemented to govern the overall trajectory of a research endeavor. These approaches
not only determine the methods employed for gathering, analyzing and interpreting data
but also serve as a guiding principle throughout the entire research process. The selection
of a particular research approach is influenced by various factors, including the research
objective, the researcher’s previous experience in conducting research, and the intended
audience of the study. Research can be categorized into qualitative, quantitative
approaches considering the type of data sought. Also, a mixture of these methods is
known as mixed-method study that covers advantages of both methods.

I. Qualitative Approach
Qualitative research encompasses various definitions but generally aims to tackle
scientific and practical issues within societies using naturalistic and interpretative
methods. This approach involves analyzing empirical materials like case studies,
personal experiences, and narratives to understand the routines and challenges
individuals face. It focuses on the deeper meanings and motivations behind these
issues, which are not easily quantified. Qualitative research evaluates two main
aspects: the methodology and the results of the tasks performed. It primarily seeks to
gather original, textual data and interpret it through specific methods. This approach
is especially useful for exploring phenomena with limited available information,
offering new insights, ideas, and theories. It typically examines events within a
specific context and time without generalizing to future outcomes or different
contexts.

II. Quantitative Approach

Quantitative research involves using numerical values derived from observations to
explain and describe the phenomena those observations reflect. This method

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combines empirical statements—descriptive accounts of real-world cases—and

evaluative methods to assess how well a norm or standard is met in a particular
policy or program. Numerical data is then analyzed using mathematical techniques.
While both qualitative and quantitative approaches aim to describe a topic, they
differ in their analytical methods, with quantitative research using statistical analysis.
Quantitative research aims to define phenomena by collecting numerical data to
answer specific questions about quantities and percentages across various fields,
including education, psychology, physics, biology, and natural sciences. Non-
numerical information can also be quantified using specially designed instruments.
Thus, quantitative methods help determine social realities by using specific questions
to generate numerical data for targeted purposes. Given that the data in this study
were collected using standardized instruments for respondents, a purely quantitative
approach was deemed appropriate for achieving the study’s objectives.
In conclusion, the study employed a quantitative research approach to achieve its
goals.

3.3 VARIABLES OF THE STUDY

A variable is a characteristics or attribute of an individual or an organization that
a) researcher can measure or observe and, b) varies among individuals or organizations.
They are the key ideas that researchers seek to collect information on to address the
purpose of study. An independent variable is an attribute or characteristic that influence
or affects an outcome or the dependent variable. In research studies, the independent
variables are called factors, treatment, predictors, determinates, or antecedent variables.
Regardless of the name, researcher measures this type of variable distinctly from the
dependent variables, and they identify these variables as worthy of study because they
expect them to influence the outcome. A dependent variable is an attribute or
characteristic that is dependent on or influenced by the independent variables. These are
also labeled in the literature as the outcome, effect, criterion, or consequence variables.
Researcher typically investigates multiple dependent variables in a single study, although
in many studies, one of the dependent variable is typically of central interest. Dependent
variable can be measured using continuous or categorical scores.
In the present investigation, following variables were taken as independent
variables:
i) Gender
ii) Locality

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iii) Type of Institution

iv) Self-efficacy
v) Adjustment

Gender variable was considered of having two types: Male and Female. Locality
variable was considered of having two types: Urban and Rural and type of institution
variable was also considered of having two types i.e. government and private institutions.
In the similar manner, self-efficacy’ and ‘adjustment’ were also considered as
independent variables in the present study.

Self-efficacy refers to an individual's belief in their capacity to execute behaviour

necessary to produce specific performance attainments. Self-efficacy affects every area of
human endeavor. By determining the beliefs, a person holds regarding their power to
affect situations, self-efficacy strongly influences both the power a person actually has to
face challenges competently and the choices a person is most likely to make. A strong
sense of self-efficacy promotes human accomplishment and personal well-being. A
person with high self-efficacy views challenges as things that are supposed to be mastered
rather than threats to avoid. Self-efficacy was measured through the Self-Efficacy Scale
by Dr. G.P. Mathur and Dr. Raj Kumari Bhatnagar (2012).

Adjustment is the process by which a living organism maintains a balance

between its needs and the circumstances that influence the satisfaction of these needs.
Adjustment, in psychology, refers to the behavioral process by which humans and other
animals maintain equilibrium among their various needs or between their needs and the
obstacles of their environments. It is the process of arriving at a balanced state between
the need of individual and their satisfaction. Adjustment as a process describes and
explains the ways and means of an Individuals adaptation to his self and his environment
without reference to the quality of such adjustment or its outcome in terms of success or
failure. It only shows how individuals or a group or groups of people cope under
changing circumstances and what factors influence this adjustment. Adjustment can be
defined as a process of altering one's behaviour to reach a harmonious relationship with
his/her environment. This is typically a response brought about by some type of change
that has taken place. The stress of this change causes one to try to reach a new type of
balance or homeostasis between the individual (both inwardly and outwardly), and with
their environment. Adjustment as independent variable was measured with the help of
Adjustment Inventory by Prof. A.K.P. Sinha and Prof. R.P. Singh (2021).

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Apart from these independent variables, emotional intelligence of teacher trainees

was taken as dependent variable.

Emotional intelligence is the ability to perceive emotions, to access and generate

emotions so as to assist thought, to understand emotions and emotional knowledge, and to
reflectively regulate emotions so as to promote emotional and intellectual growth.
Emotional intelligence is the ability to use one’s emotions to live more effective life and
to help one to solve problems. Emotional intelligence involves awareness, regulation and
true expression of a range of emotions. Emotional intelligence represents the experience
in whole of the life. Emotional intelligence is ability to use our emotions to more
effectively manage ourselves and influence positive outcomes in our relationships with
others. In order to measure the emotional intelligence of teacher trainees, the standardized
tool Emotional Intelligence Inventory, developed by Dr. S.K. Mangal, and Mrs. Shubra
Mangal (2021) was used in the present investigation.

3.4 POPULATION AND SAMPLING

The concept of sampling was introduced with a view to making the research
findings economical and accurate.
“In the social sciences, it is not possible to collect data from every respondent
relevant to our study but only from some fractional part of the respondents. The
process of selecting the fractional part is called sampling.”
- David S. Fox
Sampling is fundamental to all statistical methodology and social research.
Usually the time, money and effort involved do not permit a researcher to study all
possible members of the population. Furthermore, it is generally not necessary to study all
possible cases i.e. population to understand the phenomenon under consideration. A
population is any group of individuals that have one or more characteristics in common
that are of interest for the researcher. The population may be all the individuals of a
particular type, or a more restricted part of that group. For accomplishing the objectives
of the present study, the researcher adopted different phases of sampling procedure in the
following manner:

Phase I (Selection of District)

In the present investigation, 12 districts of the Himachal Pradesh constituted the
universe for the present study. First of all, the decision regarding total number of districts

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to be selected from 12 districts was made by lottery method. As a result of lottery method,
the total districts to be selected came out to be four districts. Afterwards, the selection of
four districts out of twelve districts was done through simple random sampling technique
(lottery method). These districts came out to be: Kangra, Kullu, Mandi and Hamirpur.

Phase II (Selection of Institutions)

At the second stage, the lists of teacher education institution of four selected
districts were procured and a total of 15 teacher education institutions were selected by
employing convenient sampling technique. The selection of a particular number of
teacher education institutions from each single district was made by employing lottery
method. After making the decision regarding number of teacher education institutions
from each particular district, the lottery method was again employed to identify the names
of 15 teacher education institutions (11D.El. Ed. Institutions and 4 D.I.E.T.’s) to be
included in the sample of the study. The distribution of total number of teacher education
institutions selected from each district is given in Table 3.1.

TABLE 3.1
District-wise Number of Sampled Teacher Education Institutions

Sr. Name of the District Total Teacher Total Teacher

No. Education Institutions Education Institutions
Selected
1 Hamirpur 8 4
2 Kullu 3 3
3 Kangra 6 4
4 Mandi 6 4
Total 23 15

Phase III (Selection of Teacher Trainees)

The selection of teacher trainees from the D. El. Ed. 2nd year of sampled
government and private teacher education institutions of Himachal Pradesh was done by
incidental sampling technique. This was done so because the collection of data from
teacher trainees was completely based on their willingness. Initially, a total of 720 teacher
trainees from sampled teacher education institutions were selected. However, after
scrutiny of data, it was found that 27 teacher trainees have not filled their tools properly.
Hence, 693 teacher trainees were included in the final sample of the present study.

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The overall sample in the present study was comprised of 15 teacher education
institutions (11D.El. Ed. Institutions and 4 D.I.E.T.’s). The gender-wise distribution of
teacher trainees selected from sampled 15 teacher education institutions in four districts
of Himachal Pradesh is given in Table 3.2.

TABLE 3.2
District-wise, Sampling Distribution of Teacher Education Institutions

Sr. Name of Teacher Education No. of Teacher Trainees

No. Institutions No. of Male No. of Female Total
Name of the District: Hamirpur (4)
District Institute of Education,
1 29 24 53
GauraKarour, Hamirpur
DDM Sai Institute of
2 Education Training, Kallar, 17 18 35
Hamirpur
Trisha College of Education,
3 28 14 42
Rangas, Nadaun, Hamirpur
Raj Rajeshwari College of
4 20 16 36
Education, Bhota, Hamirpur
Name of the District: Kullu (3)
District Institute of Education,
5 28 50 78
Jarad, Kullu
Kullu College of Education,
6 4 19 23
Garsa Road, Kullu
Rameshwari Teacher Training
7 28 51 79
Institute, Sarabai, Kullu
Name of the District: Kangra (4)
District Institute of Education,
8 24 45 72
Dharmshala, Kangra
Gain Jyoti Institute for
9 Teacher Education, Gugal, 13 18 31
Kangra
R.C. College of Education,
10 16 22 38
Dhanot, Kangra
Kshatriya College of
11 17 18 35
Education, Chanour, Kangra
Name of the Districts: Mandi (4)
District Institute of Education,
12 30 50 80
Mandi
Abhilashi J.B.T. Institute,
13 5 23 28
Nerchowk, Mandi
Vijay Memorial College of
14 16 16 32
Education, Bhangrotu, Mandi
Karishma Education College,
15 8 23 31
Dadour, Mandi
Total (15) 283 410 693

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3.5 RESEARCH TOOLS USED

In conducting any research, an investigator resorts to gather the facts or data from
the relevant fields. For each and every type of research, we need certain tools to gather
facts or to explore new fields which act as “means” called research tools. The selection of
suitable tools is of vital importance for successful research. Keeping this in view,
following research tool was considered most appropriate by the researcher for measuring
the emotional intelligence, self-efficacy and adjustment among teacher trainees.

3.5.1 Emotional Intelligence Inventory by Dr. S.K. Mangal & Shubhra Mangal
(2015)

Emotional Intelligence Inventory has been designed for use with Hindi & English
knowing ‘16+’ years age of school, college and university students for the measurement
of their emotional intelligence (total as well as separately) in respect of four (4) areas or
aspects of emotional intelligence namely, Intra-personal Awareness (Knowing about one's
own emotions) Inter-personal Awareness (Knowing about others emotions), Intra-
personal Management (Managing one's own emotions) and Inter-personal Management
(Managing others emotions) respectively.

TABLE: 3.3
Areas or Aspects of Emotional Intelligence Inventory

Sr. No. Area / Aspect No. of Items

I. Intra-personal Awareness (own emotions) 25
II. Inter-personal Awareness (others emotions) 25
Ill. Intra-personal Management (own emotions) 25
IV. Inter-personal Management (others emotions) 25
Total No. of Items 100

The tool used has 100 items, 25 each from the four areas to be answered as Yes or
No. While constructing items for each of these areas due care was taken to make use of
the simple language and provide well-defined purposeful statements to the respondents
for the assessment of their emotional intelligence.

In the beginning a list of 180 items was prepared by the developers of the tool and
the list was presented to a group of 5 judges and only those items were retained about

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which the judges were unanimous on their retention. It led to the elimination of 30 items
out of 180. The remaining 150 items were subjected to item analysis.

Item Analysis

Item analysis was carried out by computing biserial correlation of each item (1)
with the total scores on the inventory and (2) with the area total scores. The significance
of a biserial at .01 level was fixed as the criterion for retaining an item. This led to the
elimination of 48 items. Later on, two more items seeming somewhat alike and week in
nature were also dropped in view of keeping equal number of items i.e. 25 each in all the
four areas or dimensions of emotional intelligence inventory.

The tool has positive and negative type of statements, the Sr. No. wise and the
Area wise Distribution of the Statements is as per the Table below:

TABLE: 3.4
Sr. No.-wise Distribution of Statements into Positive/Negative Type

Type Serial Numbers of Statements Total

6,18,19,20,23,24,25,27,28,29,31,41, 42,43,44,
51, 52,53,54,55,56,58,59,60, 61,62,63,64, 65,
Positive 48
66,67,68,70,71, 73,74, 75,76,79,80,81, 82,84,
88,89,90,96,99

1,2, 3,4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,
21, 22, 26, 30, 32, 33, 34, 35, 36, 37, 38, 39,
Negative 52
40, 45, 46, 47, 48, 49, 50, 57, 69, 72, 77, 78,
83,85,86,87,91, 92, 93,94,95,97,98, 100

Standardization

The final test of 100 items was administered on a large sample of 2200 (1050
males and 1150 females) students 16 + years age. This sample was drawn by stratified
proportionate cluster random sampling technique from the population of the students
studying in (1) XII class of the higher secondary schools of Haryana state affiliated to
Board of school education Haryana or C.B.S.E. (2) colleges including engineering and
B.Ed. colleges affiliated to M.D. University Rohtak and (3) students studying in the post-

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graduation departments of M.D. University Rohtak. The distribution of the scores of the
subjects of both sexes in respect to the total inventory as also of the four separate areas of
the inventory were tested for the normality by applying chi square test. The test upheld
that the distributions were not departing significantly from normality.

TABLE: 3.5
Area-wise Distribution of Statements

Sr. Nature of Total No.

Area No. of Items Total
No. Items of items

Positive 6,18,19,20,23,24,25 07
Intrapersonal
I. Awareness Negative 1,2,3,4,5,7,8,9,10,11,12,13, 18 25
14, 15, 16, 17, 21, 22.
Positive 27,28,29,31,41,42,43,44 08
Interpersonal
II.
Awareness Negative 26,30,33,34,35,36,37,38,39, 17 25
40,45, 46,47,48, 49, 50
51,52,53,54,55,56,58,59,60,
Intrapersonal Positive 61,62,63,64,65,66,67,68,70 22
Ill. 25
Management 71,73,74,75
Negative 67, 69, 72 03

76,79,80,81,82,84,88,89,90,
Positive 11
Interpersonal 96,99
IV.
Management 25
Negative 77,78,83,85,86,87,91,92,93,9 14
4,95,97,98, 100
Positive Items = 48 + Negative Items = 52 Total Items 100

Reliability
Reliability of the inventory was examined through three different methods,
namely:
(i) Split half method using Spearman-Brown prophecy formula.
(ii) K-R formula (20)
(iii) Test-retest method (after a period of 4 weeks)

The reliability coefficients derived through these tests are given in following
Table:

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TABLE: 3.6
Reliability Coefficients

Methods N Reliability coefficient

Split half 600 .89*
K-R formula (20) 600 .90*
Test-retest 200 .92*
*--------The results are significant at 0.01 level of significance
Note: For the first two methods sample consisted of 300 males and 300 females randomly
selected. For test-retest the retest was administered on 100 males and 100 females.
Validity
The validity for the inventory has been established by adopting two different
approaches, namely factorial and criterion related approach.

Factorial Approach
For adopting factorial approach inter-correlations among the four areas of the
inventory were calculated. The correlations among the four areas of the inventory vary
from .437 to .716 (after testing these correlations at the .01 level - 2 tailed, It was found
that all were significant). Thurston's centroid method of factor analysis was employed and
after the extraction of second centroid factor from the first residual matrix, it was amply
proved that the four areas of the emotional intelligence inventory are quite interrelated
and inter-dependent among themselves.

Criterion related approach

Two different external measures used for this purpose were (1) Adjustment
Inventory for College Students Developed by A.K.P. Sinha and R.P. Singh and (2)
Emotional Maturity Scale developed by Yasvir Singh and Mahesh Bhargava.

In both these measures the lower scores tend to represent favourable result i.e.
good adjustment and higher level of emotional maturity while in the case of our
Emotional Intelligence Inventory it goes in the opposite direction i.e. providing lower
level of emotional intelligence.

Revising the Inventory

The original draft of Emotional Intelligence Inventory was YES- NO type one. In
the present era of Measurement, the Yes- No type Inventories/ Scales & Tests have been
obsolete because they do not give the testee more difficulty level.

Therefore, it was decided to revise the inventory to make it a three-point

alternative response one viz., Always, Sometimes and Never. Since the inventory is well

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established whose Reliability & Validity is well established and selection of statements
done through item analysis, it was thought it better to administer the revised form with
three alternative responses to a fresh sample of students. The revised form of the
Inventory was administered on a randomly selected students’ sample of 1050 (470 Male
& 580 Female) studying in senior- secondary and undergraduate level in Agra (Uttar
Pradesh), Jaipur and Alwar (Rajasthan).

Scoring System
The Scoring System has also been revised and the new scoring system is:
TABLE 3.7
Scoring System

Sr. No. Type of Statement Always Sometimes Never

I. Positive 2 1 0
II. Negative 0 1 2

The norms for interpretation of the level of Emotional Intelligence for Male and
Female groups are as per the Tables below:

TABLE: 3.8
Norms for interpretation of the level of Emotional Intelligence for Male group
Area's wise Raw Score Range Level of
Grade

Sr. z-Score
Emotional
No. Intrapersonal Interpersonal lntrapersonal Interpersonal Full Range
Awareness Awareness Management Management Inventory Intelligence
46 & 48 & 47 & 49 & 188 & +2.01 & Extremely
1. A
above above above Above above above High
+1.26
170 to
2. 42 to 45 43 to 47 42 to 46 44 to 48 to B High
187
+ 2.00
151 to +0.51 to Above
3. 37 to 41 39 to 42 38 to 41 39 to 43 C
169 + 1.25 Average
--0.50
4. 126 to to D Average
31 to 36 33 to 38 32 to 37 31 to 38
150 + 0.50
107 to - 1.25 Below
5. 27 to 30 28 to 32 28 to 31 26 to 30 E
125 to -0.51 Average
-2.00
6. 22 to 26 24 to 27 23 to 27 21 to 25 89 to 106 to - F Low
1.26
21& 23 & 22 & 20 & 88& -2.01& Extremely
7. G
below below below below below below Low

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TABLE: 3.9
Norms for Interpretation of the level of Emotional Intelligence for Female group

Area's wise Raw Score Range Level of

Grade
Sr. z-Score
Emotional
No. Intrapersonal Interpersonal intrapersonal Interpersonal Full Range
Awareness Awareness Management Management Inventory Intelligence
45 & 47 & 45 & 47 & 183 & +2.01 & Extremely
1. A
Above above above above above above High
+1.26 to
2. 40 to 44 43 to 46 41 to 44 42 to 46 165 to 182 B High
+ 2.00
+0.51
148 Above
3. 36 to 39 39 to 42 37 to 40 38 to 41 to C
to 164 Average
+ 1.25
.50
123
4. 30 to 35 32 to 38 30 to 36 32 to 37 to D Average
to 147
+ 0.50
- 1.25
Below
5. 26 to 29 28 to 31 26 to 29 28 to 31 106 to 122 to E
Average
-0.51
-2.00 to -
6. 21 to 25 24 to 27 22 to 25 23 to 27 88 to 105 F Low
1.26
-2.01 & Extremely
7. 20 & below 23 & below 21 & below 22 & below 87 & below G
below Low

3.5.2 Self-Efficacy Scale by Dr. G.P. Mathur and Dr. Raj Kumari Bhatnagar (2012):

'Self-efficacy is the belief that one can successfully perform in a given situation'
Bandura, (1986); Gist, (1987). Higher self-efficacy means higher persistence. Individuals
create and develop self-perceptions of capability that income instrumental to the goals
they persue and to the control they are able to exercise over the environment. These
perceptions affect their motivation and performance; 'people with high self-efficacy
attribute failure to effort and with low self-efficacy attribute failure to ability, "Pethe and
Dhar, (1999). Individuals influence their own behaviour through self-regulatory
mechanism" Bandura, (1986). These mechanisms include self-observation, self-
evaluation and self-reaction. Self-evaluation involves the sub-processes of self-concept,
self-esteem and values.

Self-efficacy is a powerful determiner of the choices that individual make than

either anticipated outcomes or the actual skills and knowledge relevant to the behaviour
in question. 'The knowledge and skills and even the outcomes that. people have
experienced and expected may be precursors to and creators of their self-efficacy beliefs,
but the filtering effect of the created belief ultimately screens, redefines, distorts, or
reshapes subsequent efforts and new information Pajaras, (2002).

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Self-efficacy scale intends to assess the level of self-efficacy in any age group
above 14 years. It consists of 22 items, dealing with following eight factors.
TABLE: 3.10

Sr. No. Factors Sr. No. of Items Total Items

1. Self-regulatory skills 15, 21 2
2. Self-influence 09, 14, 18 3
3. Self confidence 01,04, 12 3
4. Social achievement 03, 08, 10 3
5. Self 05, 17,22 3
6. Self-evaluation 02, 07, 19 3
7. Self-esteem 13, 20 2
8. Self-cognition 06, 11, 16 3
TOTAL 22

It is more appropriate in Indian social conditions; each item describes human self-
efficacy in different situations in the society. The scale presents belief items to denote
self-efficacy on the scale.

The scale was initially constructed as 7-point scale, which is mostly used in
behavioural sciences and more useful in studying research problems in different fields. It
helps in minute analysis, evaluation of multidimensional and qualitative knowledge,
values and attitudes. This scale was standardized and administered on a large sample of
800 (400 male and 400 female). But for the cause of simplicity and clarity in application
and analysis of the scale, Likert type 5-point scale was considered to be more appropriate
and therefore five-point scale was constructed. In this scale items are in two forms i.e.
Positive and negative.

SAMPLE
400 male and 400 female of different areas of Rajasthan and U. P. were randomly
selected for the standardization of the test.

RELIABILITY
Reliability co-efficient of the scale was measured by test-retest on a sample of 600
(300 male and 300 female). In male it ranges between .73 to .81 and in female .79 to .86
and is significant at .01 level of significance.

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Chapter III Methodology of the Study

VALIDITY
To obtain concurrent validity co-efficient of self-efficacy scale, the scale was
compared with the views of experts rating. Validity ranges in male .73 to .81 and in
female .76 to .83.

Instruction and Administration

a) It is a self-administrating Scale. It is administered to a group as well as an individual.
The instructions printed on the test form should be read by test administrator as well
as test.

b) No time limit is fixed for completing the scale. However, an individual-takes 20 to 25

minutes in completing the scale.

c) It should be emphasized that each item has to be responded.

d) It should be emphasized that no item is right or wrong, its only to know the reaction
of individual in different situations.

e) No item is to be left out.

f) They should be assured that their answers will be kept confidential.

g) It is emphasized that each item has to be responded in one of the five alternatives.

Scoring

Scoring of the self-efficacy scale is very easy. For the convenience purpose of
scoring the scale, in the scale, before the serial number of the items, •means Negative
Items & remaining Items as Positive Items has been given. There are 15 Positive and 07
Negative items which are as following:

TABLE: 3.11
Nature wise question numbers

Sr. No. Types of Items Item wise Serial Numbers Total Items

1. Positive 4,5,6,7,9,10,11,14,16,17,18,19,21,22 15
2. Negative 2,3,8, 12,13,15,20 07

TOTAL 22

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TABLE 3.12
Scoring Procedure: Award Scheme

Sr. Type of Items SCORING OF ALTERNATIVE

No. Strongly Strongly
Agree Undecided Disagree
Agree Disagree
1. Positive Items 5 4 3 2 1
2. Negative Items 1 2 3 4 5

The sum total of the score for 22 items shall be the Raw Score for the scale. Thae
range of minimum and maximum score is 22-100.

The norms for interpretation of z-score and finding out the level of self-efficacy is
as in the Table below:
TABLE 3.13
Norms for interpretation of the level of Self Efficacy

Sr. No. Range of z-Scores Grade Levels of Self-Efficacy

1 +2·01 and above A Excellent
2 +1·26 to +2·00 B High
3 +0.51 to +1-25 C Above Average
4 -0·50 to + 0·50 D Average/Moderate
5 -0.51to -1.25 E Below Average
6 -1·26to -2·00 F Low
7 -2·01 and below G Very Low

3.5.3 Adjustment Inventory by Prof. A.K.P. Sinha and Prof. R.P. Singh (2021):
The researcher has used the Adjustment Inventory, developed by Prof. A.K.P.
Sinha and Prof. Dr. R.P. Singh, published by National Psychological Corporation, Agra.

The Adjustment Inventory has been designed for use with Hindi knowing school
students of India. The inventory seeks to segregate well-adjusted secondary school
students (age group 14 to 18 years) from poorly adjusted students in the three areas of
adjustment: Emotional, Social and Educational.

A list of 100 questions indicating the significant problems of school students in

the three areas were prepared. The questions were to be answered in 'Yes' or 'No'. This list

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Chapter III Methodology of the Study

was presented to 25 judges, all of whom were psychologists engaged in teaching,

counselling or vocational guidance work, to judge each item in term of its merit for being
included in the inventory. Only such items were retained about which the judges were
unanimous. This led to the eliminated of 12 out of 100 items. Before undertaking the
work of item analysis, the inventory was administered to a sample of 100 students to
remove the language difficulties, if any reported by them in understanding clearly the
different items.

Item Analysis

The list of remaining 88 items was administered on two groups of subjects-group

A and group B. Group A consisted of 100 such students who were judged to be well-
adjusted and Group B of 100 students judged to be poorly adjusted by a group of five
teachers who know them very well. Chi-square test was applied to compare the responses
of the two groups in respect of each item. Fourteen out of a total of 88 items which did
not discriminate the two groups significantly were eliminated from the test. The 74 items
that were retained were administered to a group of 370 secondary school students of
Patna. The distributions of scores for the whole inventory and for· the three parts of it
were tested for normality. As the scores did not depart significantly from a normal
distribution, biserial correlations of each item (1) with the total scores on the inventory
and (2) with the areas total scores were computed. The significance of biserial correlation
at .05 level was fixed as the criterion for retaining an item. This led to the elimination of
14 items out of 74. The final inventory consisted of 60 items, 20 items in each area of
adjustment.

Sample
The 60-item inventory, in its final form, was administered to a randomly selected
representative sample of 1950 (1200 boys and 750 girls) from class IX to XI grade pupils
of 40 schools of Bihar of the age of 14-18 years. The distributions of scores were tested
for normality by applying Chi-square technique. The distributions did not depart
significantly from normality.

Reliability
Coefficient of reliability was determined by (i) Split-half method, (ii) Test-retest
method, and (iii) K-R formula-20. Table 2 gives the reliability coefficients of the total test
and of sub-tests by different methods.

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TABLE 3.14
Area-wise Type of Item Sr. Distribution

Serial No. of Item Serial No. of Item

Total
Sr. Adjustment showing showing
Total Total Item in
No. Areas Adjustment Maladjustment
Area
marked 'Never' marked 'Always'
1,4,7,10,13,16,19,22
I. Emotional - - ,25,28,31,34,37,40,4 20 20
3,46,49,52,55,58
11,17,20,23,26,32,
II. Social 38, 41,44,50,53, 13 2,5,8,14,29,35,47 07 20
56,59
12,18,24,30,33,48, 3,6,9,15,21,27,36,
III. Educational 10 10 20
51,54,57,60 39,42,45
Grand Total 23 37 60

Table: 3.15
Reliability Coefficient of the Inventory

Sr. No. Method Used Emotional Social Educational Total

I. Split-half 0.94* 0.93* 0.96* 0.94*

II. Test-retest 0.96*. 0.90* 0.93* 0.93*

K-R
III. 0.92* 0.92* 0.96* 0.93*
Formula-20
* ------- Significant at .01 level of significance

Validity

In item-analysis validity coefficients were determined for each item oy biserial

correlation method and only such items were retained which yielded biserial correlation
with both the criteria (i) total score and (ii) area score, significant level being .001.

Inter-correlations among the three areas of the inventory were calculated. The
correlation matrix is being presented in Table below.

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TABLE 3.16
Correlation Matrix of the Three Areas

Sr. No. Adjustment Areas I II III

I. Emotional - .20 .19

II. Social .20 - .24

III. Educational .19 .24 -

The inventory was also validated by correlating inventory scores with ratings by
the Hostel Superintendent. This was done on the data of 60 pupils living in the hostel 0f
Patna Collegiate Multipurpose Higher Secondary School. The Hostel Superintendent
rated the pupils on a five-point scale, namely, Excellent, Good, Average, Poor, and Very
Poor in respect of their adjustments. The product moment coefficient of correlation
between inventory scores and superintendent’s ratings was obtained to be 0.51, which
was significant at .01 level of significance.

Revision of the Inventory

With the feedback from the researchers and users of the Inventory, it was felt to
revise the Inventory on the front of making it a Three-point response scale in place of
former Two point, i.e., Yes & No.

The new format has now Three points alternate response system viz.,

TABLE 3.17

Always Sometimes Never

सदै व कभी- कभी कभीनही

There is no change in the number or format or language of the statements since

they had been selected by experts, try-outs and Item Analysis.

Scoring System
Following is the new scoring system for the new Three-point alternative
response.

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TABLE 3.18

Always Sometimes Never

Sr. No. Type of Items सदै व कभी- कभी कभीनही

I. Marked 'Always' 2 1 0

II. Marked 'Never' 0 1 2

Table: 3.19
Norms for interpretation of the level of adjustment have been presented in Table below;

Area-wise Raw Score Range Full

Sr. Inventory z-Score Level of
No. Emotional Social Educational Raw Score range Adjustment
Range
+2.01 Extremely
31 33 92
1 29 & more & Unsatisfactory
& more & more & more
above Adjustment
+1.26 to Unsatisfactory
2 24-28 26-30 28-32 78-91
+2.0 Adjustment
+0.51 to Below average
3 20-23 21-25 22-27 63-77
+1.25 Adjustment
-0.50 to Average/Moderate
4 14-19 14-20 15-21 42-62
+0.50 Adjustment
-1.25 to Above average
5 10-13 09-13 09-14 27-41
-0.51 Adjustment
-2.00 to
6 05-09 05-09 04-08 04-08 High Adjustment
-1.26
-2.01 & Extremely High
7 04 & less 03 & less 03 & less 11 & less
below Adjustment

High Score indicates unsatisfactory adjustment and the lower score better is the
adjustment.

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3.6 DATA COLLECTION PROCEDURE

After selection of the representative sample and selection of the requisite tools, the
investigator further proceeded for the collection of data. The data were collected
personally by the investigator by administering the research tools on teacher trainees on
an individual basis. Before the administration of the tools, all the respondents were told
the purpose of the study and they were requested to give the requisite information on each
item in the tools. Necessary guidelines were explained for filling the responses in the
respective tools. They were assured that the information furnished by them will be kept
strictly confidential and be used for research purpose only.

First of all, the teacher trainees studying in training institutions were approached
by the investigator to seek their emotional intelligence. For this, the emotional
intelligence inventory for the teacher trainees were got filled on an individual basis. The
investigator requested the teacher trainees to read the instructions carefully before filling
the required information on inventory. For the completion of the inventory, about 25-30
minutes were taken by the teacher trainees on an average.

After a short break of 15 minutes, the teacher trainees were again told to assemble
in their classroom. Then after a general talk with them, the self-efficacy scale was
distributed to them. The teacher trainees were requested to read the instructions carefully
before giving the responses. At its completion, copies of the scale were taken back from
the teacher trainees. On an average, they took 15-20 minutes to complete the scale.

At last, the researcher distributed adjustment inventory to the teacher trainees. The
investigator directed the teacher trainees to read the instructions carefully before
responding to the
category which they think to be the most appropriate for each statement. For completion
of the inventory, about 15-20 minutes were taken by them. The filled copies of the
inventory were collected back from the teacher trainees by the investigator.

3.7 SCORING PROCEDURE

Following scoring procedure was followed in respect of different research

instruments in the present investigation:
x Emotional Intelligence Inventory
In this inventory, each statement is set against three points ranging from
“Always”, “Sometimes” to “Never” and weight of 2, 1 and 0 are given in that

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order for the positive statements and the scoring is completely reversed for the
negative statements.

x Self-Efficacy Scale
This scale has consisted 22 items. There are 15 positive and 7 negative items. The
items in scale were formulated by using Likert method of summated ratings on a
five-point continuum i.e. “Strongly Disagree”, “Disagree”, “Undecided”, “Agree”
and “Strongly Agree” which were given a score of 1, 2, 3, 4, and 5 respectively.
The scoring is completely reversed for the negative statements.

x Adjustment Inventory
For scoring of this inventory, each statement is set against three points ranging
from “Always”, “Sometimes” to “Never” and weight of 2, 1 and 0 are given in
that order for the always marked and the scoring is completely reversed for the
never marked.

3.8 DATA ORGANISATION AND TABULATION

The data collected through different tools such as inventory and scale were
organized and tabulated. The scores obtained by teacher trainees on emotional
intelligence inventory, self-efficacy scale and adjustment inventory were tabulated
separately for gender, locality and type of institutions. The master sheets were prepared
by the investigator and the data from these master sheets were transferred to the computer
software i.e. SPSS, 20.0 version for further analysis.

3.7 STATISTICAL DESIGNS USED

The statistical designs employed for studying the main and interactional effects of
various independent variables on the dependent variable are given ahead.

1. In order to study the main effect of gender and level of self-efficacy of emotional
intelligence of teacher trainees along with their interactional effect, analysis of
variance (2x3 factor design) involving two types of gender i.e. male and female
and three level of self-efficacy i.e. high, average and low was applied on mean
emotional intelligence scores. Further, the statistical technique of Two-Way
Analysis of Variance (ANOVA) was applied on mean emotional intelligence
scores of male and female teacher trainees possessing high, average and low level
of self-efficacy. The statistical design is pictorially shown here (Figure 3.1)

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Chapter III Methodology of the Study

FIGURE 3.1
Main and Interactional Effects of Gender and Self-Efficacy (2x3 Factor Design)

GENDER

MALE FEMALE

LEVEL OF LEVEL OF
SELF SELF
EFFICACY EFFICACY

HIGH AVERAGE LOW HIGH AVERAGE LOW

(Figure 3.1: Scores on Dependent Variable for all Six groups)

2. In order to study the main effect of locality and level of self-efficacy of emotional
intelligence of teacher trainees along with their interactional effect, two-way
analysis of variance (2x3 factor design) involving two types of localities i.e. urban
and rural and three level of self-efficacy i.e. high, average and low was applied on
mean emotional intelligence scores. Afterwards, the statistical technique of Two-
Way Analysis of Variance (ANOVA) was applied on mean emotional intelligence
scores of teacher trainees in relation to their locality and level of self-efficacy
(Figure 3.2).

FIGURE 3.2
Main and Interactional Effects of Locality and Self-Efficacy (2x3 Factor Design)

LOCALITY

URBAN RURAL

LEVEL OF LEVEL OF
SELF SELF
EFFICACY EFFICACY

HIGH AVERAGE LOW HIGH AVERAGE LOW

(Figure3.2: Scores on Dependent Variable for all Six groups)

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Chapter III Methodology of the Study

3. In order to study the main effect of type of institution and level of self-efficacy on
emotional intelligence of teacher trainees along with their interactional effect,
two-way analysis of variance (2x3 factor design) involving two types of
institutions i.e. government and private and three level of self-efficacy i.e. high,
average and low was applied on mean emotional intelligence scores. From the
mean emotional intelligence scores of teacher trainees belonging to government
and private institutions and having different level of self-efficacy, ‘F’ values were
calculated (Figure 3.3).
FIGURE 3.3
Main and Interactional Effects of Type of Institution and Self-Efficacy
(2x3 Factor Design)

TYPE OF
INSTITUTION

GOVT. PRIVATE

LEVEL OF LEVEL OF
SELF SELF
EFFICACY EFFICACY

HIGH AVERAGE LOW HIGH AVERAGE LOW

(FIGURE 3.3: Scores on Dependent Variable for all Six groups)

4. In order to study the main and interactional effect of gender and level of
adjustment on emotional intelligence of teacher trainees, two-way analysis of
variance (2x3 factor design) involving two types of gender i.e. male and female
and three level of adjustment i.e. high, average and low was applied on mean
emotional intelligence scores. Afterwards, from the mean emotional intelligence
score of male and female teacher trainees possessing high, average and low level
of adjustment, the ‘F’ values were computed (Figure 3.4).

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Chapter III Methodology of the Study

FIGURE 3.4
Main and Interactional Effects of Gender and Adjustment
(2x3 Factor Design)

GENDER

MALE FEMALE

ADJUSTMEN ADJUSTME
T NT

AVERAG AVERAG
HIGH LOW HIGH LOW
E E

(FIGURE 3.4: Scores on Dependent Variable for all Six groups)

5. In order to study the main and interactional effect of locality and level of
adjustment on emotional intelligence of teacher trainees, two-way analysis of
variance (2x3 factor design) involving two types of locality i.e. urban and rural
and three level of adjustment i.e. high, average and low was applied on mean
emotional intelligence scores. Afterwards, the statistical technique of 2-way
analysis of variance (ANOVA) was applied on emotional intelligence score of
teacher trainees belonging to urban and rural area and possessing high, average
and low level of adjustment, the ‘F’ values were computed (Figure 3.5).

FIGURE 3.5
Main and Interactional Effects of Locality and Adjustment
(2x3 Factor Design)

LOCALITY

URBAN RURAL

ADJUSTMENT ADJUSTMENT

HIGH AVERAGE LOW HIGH AVERAGE LOW

(FIGURE 3.5: Scores on Dependent Variable for all Six groups)

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Chapter III Methodology of the Study

6. In order to study the main effect of type of institution and level of adjustment on
emotional intelligence of teacher trainees, two-way analysis of variance (2x3
factor design) involving two types of institution i.e. government and private and
three level of adjustment i.e. high, average and low was applied on mean
emotional intelligence scores. Afterwards, from the mean emotional intelligence
score of teacher trainees belonging to Govt. and private institutions and possessing
high, average and low level of adjustment, the ‘F’ values were computed (Figure
3.6).

FIGURE 3.6
Main and Interactional Effects of Type of Institution and Adjustment
(2x3 Factor Design)

TYPE OF
INSTITUTION

GOVT. PRIVATE

ADJUSTMENT ADJUSTMENT

HIGH AVERAGE LOW HIGH AVERAGE LOW

(FIGURE 3.6: Scores on Dependent Variable for all Six groups)

7. In order to study the main and interactional effect of gender and locality on
emotional intelligence of teacher trainees, statistical technique of two-way
analysis of variance (2x2 factor design) involving two types of gender i.e. male
and female and two types of locality i.e. urban and rural was applied on mean
emotional intelligence scores (Figure 3.7).

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Chapter III Methodology of the Study

FIGURE 3.7
Main and Interactional Effects of Gender and Locality (2x2 Factor Design)

GENDER

Male FEMALE

URBAN
URBAN RURAL RURAL

(FIGURE 3.7: Scores on Dependent Variable for all groups)

8. In order to study the main effect of gender and type of institution on emotional
intelligence of teacher trainees along with their interactional effects, two-way
analysis of variance (2x2 factor design) involving two types of gender i.e. male
and female and two types of institution i.e. government and private was applied on
mean emotional intelligence scores. From the mean emotional intelligence scores
obtained by male and female teacher trainees with respect to government and
private institutions, ‘F’ value was calculated (FIGURE 3.8).
FIGURE 3.8
Main and Interactional Effects of Gender and Type of Institution
(2x2 Factor Design)

GENDER

Male FEMALE

GOVT. PRIVATE GOVT. PRIVATE

(FIGURE 3.8: Scores on Dependent Variable for all Six groups)

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Chapter III Methodology of the Study

9. In order to study the main effect of gender and type of institution on emotional
intelligence of teacher trainees along with their interactional effects, two-way
analysis of variance (2x2 factor design) involving two types of gender i.e. male
and female and two types of Institutions i.e. Govt. and private was applied on
mean emotional intelligence scores. From the mean emotional intelligence scores
of teacher trainees with respect to locality and type of institution, F-value were
calculated (FIGURE 3.9).
FIGURE 3.9
Main and Interactional Effects of Locality and Type of Institution
(2x2 Factor Design)

LOCALITY

URBAN
RURAL

GOVT. PRIVATE GOVT. PRIVATE

(FIGURE 3.9: Scores on Dependent Variable for all Six groups)

3.10 STATISTICAL TECHNIQUES USED

For achieving the objectives of the present investigation, the data were analyzed
by employing the following techniques:

The raw scores obtained directly after scoring the test booklets constituted simply
the long lists of numbers without any order. After classification and tabulation of the data,
statistical techniques were employed to make it meaningful and to test the significance of
the scores. In order to study the level of emotional intelligence, self-efficacy and
adjustment among teacher trainees, descriptive statistics like mean, median, mode, SD.,
skewness and kurtosis was calculated.

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Chapter III Methodology of the Study

Further, for finding out the main and interactional effect of gender, locality, type
of institutions, self-efficacy and adjustment on emotional intelligence of teacher trainees,
statistical techniques of Analysis of variance (Two Way ANOVA) were employed. In
addition to this, to find out the correlation between self-efficacy and emotional
intelligence, adjustment and emotional intelligence, Product-Moment Correlation by Karl
Pearson was applied.

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