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intelligence is significantly correlated to age(i.e. with increase in age, there is increase in emotional intelligence level. The relation was r=.13, p<.01 showing that though the prediction is slight, but is significant. Whereas Celgk and Dengz(2008) concluded that no significant relationship between age and emotional intelligence.

Gender:

In the context of EI and socio-demographic variables, gender can be identified as the most commonly studied variables. Generally, women are believed to have more skills than men with respect to emotional forte. This can also supported by the study on EI ability and demonstrated higher EI ratings for women in total EI and most subdomains of EI (Ciarrochi et al., 2000; Extremera et al., 2006; Mayer et al., 1999)

Perry et al. (2004) was found that femalesreported significantly higher emotional intelligence than did men. Some of studies indicate that in some competencies male seem to be higher whereas females fare better in some other competencies. e.g males were more self-confident ,optimistic whereas female possessed more self-awareness, demonstrate more empathy. However Sigaravelu (2007), Celgk and Dengz (2008), Cakan and Altun (2005)reported that gender was not significant. Kumar and Pandey (2009) conducted a comparative study on managementprofessional and teacher educators on emotional intelligence.The findings of the study were: (i) there was no significant difference in theemotional intelligence of male and female professionals of management. (ii) there wasno significant difference in the emotional intelligence of male and female professionalsof teacher education. (iii) male management professionals had been found to be moreemotionally intelligent than female teacher education professionals. (iv) there was nosignificant difference between female professionals of management and teachereducation.

An exploratory examination of emotionalintelligence among elementary school science carried out by Okech (2004) reveals that there existed a significant positive relationship between EI and teacher gender. In contrast to this Pathan’s (2004) reseach study on Emotional intelligence of secondaryteachers at D.Ed. College, Navapur, Maharashtra, whichindicatedthat nearly all the teachers under study were under ‘low’ category of emotionalintelligence. There was no significant difference between the emotionalintelligence of males and females, and the age was independent of EI.

However, Amritha and Kadhiravan (2006) found that gender, influenced the emotional intelligence of school teachers.Gowdhaman and Murugan (2009) have also been reported asignificant effect of gender on emotional intelligence, in their study among300 B.Ed teacher trainees. In contrast,SreekalaEdannur’s (2010) review article on “Emotional Intelligence of Teacher Educators” found out that the group under the study possessed average Emotional Intelligence and gender of the teacher educators do not make any differential influence on their Emotional Intelligence.Pathan Young (2004) study on emotional intelligence of secondaryteachers at D.Ed. College, Navapur, Maharashtra, revealed that 98.4% teachers had low level ofemotional intelligence and there was no significant difference between emotionalintelligence of males and females. Rajwinder Kaur and Jyotika Gupta (2006) conducted a study on emotionalintelligence among prospective teaches.The findings of the study were: (i) 9% male and 22% female B.Ed.students with high EI. ; 6% male and 12% female B.Ed. students have low EI and male and female students differed significantly on self – management dimension ofEI, while arts and science stream students differed on social skills dimension of EI.Whereas MohanaSundaram (2004) study on emotional intelligence andachievement of teacher trainees at primary level revealed that men and women teacher trainees did notdiffer in their emotional intelligence.

The study on ‘Adaptation of an emotional intelligence scale for Turkish educator’ was done by Cakan and Altun (2005). The results indicated a non significant gender effect on the scores, suggesting that gender was not a determining factor for emotional intelligence. IlhanAdilogullari (2011) concluded that teachers' emotional intelligence levels and gender do not have any significant relation. The above studies on emotional intelligence and gender were not conclusive, whether males or females were higher on emotional intelligence. Therefore some researchers recommended that further studies explore the relationship between gender and emotional intelligence.

Socio economic status:

In order to find out the effect of monthly income on the level ofemotional intelligence among B.Ed. teacher trainees (N=300) Gowdhamanand Murugan (2009) have executed an empirical study and results showedthat the socio economic status or monthly income do not cause anysignificant effect on the emotional intelligence. However, to delineate the human ecological factors affecting emotionalintelligence skills of school teachers (N=60) a study was made by Duhan andChhikara (2007). Study revealed a significant association between thedevelopmental facilities (exosystem variables), provided in communitysurrounding and emotional intelligence skills of teachers. The results alsorevealed that most of the high category respondents (16.7%) were havingmore developmental facilities (i.e. hospital, bank, park, club, market etc.) intheir surroundings, whereas near about 19% (out of 28%) of low categoryrespondents were having less number of development facilities.

Singh and Kumar (2009) have conducted a study on secondary schoolteachers of convent schools (English medium) and saraswati schools (Hindimedium) to analyze their emotional intelligence. The results indicatedthat emotional intelligence of teachers of convent schools and Saraswatischools differ significantly. It was also observed that Saraswati schoolteachers were good in Self-motivation, Value orientation and Commitmentareas whereasconvent school teachers scored good in Self-awareness, Self-development, Managing relation, Integrity, andAltruistic behaviour aspects of emotional intelligence. It also has beenobserved that there is no significant difference between teachers of conventschools and Sarawati schools on Empathy and Emotional stability aspects ofemotional intelligence.

SingaraVelu and EzhilRanjan (2007) studied on the emotional intelligence ofstudents teachers (Pre-service) in the union territory of Puduchery.The findings of the study were(ii) student teaches who were studying in government colleges and private collegesdiffer significantly in their EI. Similarly, Lenka Samir Kumar&Ravi Kant (2013)investigated that socio economic status shows a significant effect on emotional intelligence. With high socio economic status trainee teachers has high emotional intelligence; on other hand with low socio economic status some trainee teachers has low emotional intelligence.

Locality

Gangal MaheshKumar, Jayotsna Singh (2012) carried out a research to study the emotional intelligence of teacher trainees of Meerut cityin relation to their gender and residential background using descriptive survey method with a sample of 201tranees. The study revealed that the Rural and urban male teacher trainees do not differ significantly in reference to their emotional intelligence, but Urban and rural female teacher trainees differ significantly in reference to their emotional intelligence.Carr (2009) has found in her study that Asian students demonstrated higher emotional intelligence total and, branch scores than white students.

In contrast to this, Gowdhaman and Murugan (2009) study on locate effect (mentioned as community) on the emotional intelligence of 300 B.Ed. teacher trainees found that there is not any significant effect of community on the emotional intelligence.

SingaraVelu and EzhilRanjan (2007) studied on the emotional intelligence ofstudents teachers (Pre-service) in the union territory of Puduchery.The findings of the study indicated that rural and urban student teachers differed significantly in their EI.

Teaching experience

Study by Kumar &Muniandy (2012) determined the relation between work experience and emotional intelligence. Kruskal-Wallis test on the effect of working experience as a lecturer towards emotional intelligence revealed a significant difference between the groups. The results are not in accordance with other demographic profiles that recorded an increase of emotional intelligence within the increase subgroups level. The highest median value was recorded on those who have served more than 20 years, followed by the age group 11 to 15 years of working experience. The lowest level of emotional intelligence was recorded by those who have worked less than 5 years. In a study conducted by Day & Carroll (2004), experience was positively correlated with three of the four emotional intelligence scales. Shipley et al., (2010) found that Emotional intelligence positively correlates with work experience. Further it was found that work experience is a significant predictor of emotional intelligence using regression analysis.

AfsanehGhanizadeh and FatemehMoafian (2010) conducted a study on therole of EFL teachers’ emotional intelligence in their success.The findings of the study were: (i) there was a significant relationship betweenteachers’ success and EQ. (ii) significant correlations were found between teachers’EQ, their teaching experience, and their age. And Mayer et al. (1995) found that emotional intelligence increased with experience. Jorfi et al., (2011) also found that the work experience have positive relationship with emotional intelligence. In contrast, Ameru and Tejumola (2008), Cakan and Altun (2005) concluded that experience was not related to emotional intelligence. Hence it can be said that, the studies on emotional intelligence and length of experience were not conclusive.

Educational qualification

Neelakamal (2007) conducted a study on emotional competence of primaryschool teachers.The findings of the study indicated that the teachershaving higher qualifications were found to have better emotional competence thanteachers having essential qualification only.

IlhanAdilogullari (2011) study aims to examine the level of emotional intelligence of some of the demographic variables of the teachers working in the province of Gaziantep. A total of 340 teachers participated in the study whoserved in the center of Gaziantep. The study revealed that the teachers' levels of emotional intelligence and educational qualification had a significant relationship.

Kumar &Muniandy (2012) in their paper suggest that Academic qualification and emotional intelligence are significantly related. Kruskal - Wallis test on the effect of academic qualification towards the level of emotional intelligence revealed a statistically significant difference between the academic qualifications of the lecturers. The lowest median score is recorded by those with Diploma qualification, followed by Degree, Masters and Doctoral. Therefore the level of emotional intelligence in this study increases with the increase of academic qualification.

P. K. Paul, and N. K. Mondal (2012) studied on “Emotional Intelligence Level between Secondary School Teachers. This study tried to analyze the nature and extent of emotional intelligence among some selected secondary level school teachers of Burdwan district in West Bengal. The study covered three hundred teachers both in urban and rural areas encompassing different sex, age, teaching experiences, qualification and training. The results revealed that few factors have significantly positive impact on enhancing the level of teachers’ emotional intelligence (EI) while some are non significant on EI. Finally, the study concluded that the extent of EI among teachers’ is significantly affected by their own personality, attitude along with age

Conclusion

The ability to develop and nurture specificemotional intelligence properties at different phasesof learning could help to increase the intensity anddepth of one’s learning experience of emotional intelligence skills which includes, interpersonal relations, stress management, understanding ownfeelings and understanding other people's feelings, adaptation to the conditions and environmentcapabilities. In this respect, emotional intelligence is of great importance. When emotional intelligence skillsare advanced teachers are expected to be peaceful and productive social life and have a happier workenvironment. From the above review it is observed that the relationship between the demographic variablesviz age, gender, socio economic status, educational qualification , teaching experience, locality and emotional intelligence among teachers is not clear as some of the research studies depict that these variables do have an influence on EI of teachers whereas others contradict.

References:

AfsanehGhanizadeh and FatemehMoafian (2010), The role of EFL teachers’ emotional intelligence in their success, ELT Journal (oxford journals), Volume 64, Issue 4, Pp. 424-435

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Fariselli L., Ghini M., Freedman J. (2006), “Emotional Intelligence and Age”, Retrieved from: http://www.6seconds.org/sei/wp-age.php

Gangal Mahesh Kumar and Jayotsna Singh (2012), study on emotional intelligence of teacher trainees of Meerut city, international journal of behaviour social and movement sciences, Vol.01, Issue02

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Jennings & Greenberg (2009), The Pro-social Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes, sage publications,  vol. 79 no. 1491-525

Kaur RajwinderJyotika Gupta, , (2006), Emotional Intelligence among prospective teachers, Journal of Community Guidance & Research, Vol.23 No.2 Pp.133-140.

Lenka Samir Kumar & Ravi Kant,  (2013),Does Emotional Intelligence Get Affected from Some Biographical Factors- in Special Reference to Trainee Teachers? American Journal of Educational Research, 2013 1 (6), pp 216-220. 

SreekalaEdannur (2010) reviewed on “Emotional Intelligence of TeacherEducators”, Kamla-Raj 2010 Int J Edu Sci, 2(2): 115-12.

Tyagi, S.K. (2004) Emotional Intelligence of Secondary Teacher in relationto gender and age. Indian Educational