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complexity of relationships, interests, perceptions and incentives in conflict situations (although ability to do this effectively does not follow on automatically from recognition of the issue)

The importance of sustainable governance transitions as a basis for development following fracture and conflict. Political arrangements need to be inclusive and durable enough to allow progress

that getting markets moving (through small, local enterprises) is critical to build social cohesion and sustainable development

that tackling persistent and chronic inequalities between social groups (including gender inequality) really matters for social cohesion and long-term sustainable development

that tackling trans-national threats to development through illegal trafficking is a high priority for sustainable development.

Conclusion:

Sustainability has gained much importance since 1960 and it can be studied in respect to ecology, economy, and society. Ecological sustainability includes conservation of natural capital by using resilience of natural ecosystems as sinks; and by evaluating spatial distribution of human activities, and of rural-urban configurations. Economic sustainability means the efficiency of economic systems (institutes, policies, rules) to insure continuous socially equitable quantitative and qualitative progress. However, while the term “sustainability” has been in use for a long time, it is difficult to translate it into reality. In practice, any step towards sustainability of products, process or services poses an enormous challenge as it requires action in several directions and in various sectors.

References:

Assefa, R.A., and Frostell, B., 2006, Social sustainability and social acceptance in technology assessment: A case study in energy technology. Techn. in Society, 29(2007), 63-78.

Brenna,M.,Foidelli,F., and Rosscia, M.,2007, Sustainabilility of energy indicators by using fuzzy logic.IEEE,7p. International Journal for Sustainable Innovations, Vol.1, No.1, January, 2011 35

Holden,J.P.(editorial).,2007, Energy and sustainability., Science, vol.315, 9th Feb. 07, p.737.

Issar, A.S., 2008, Progressive development of arid environment: adapting the concept of sustainable development to a changing world. Hydrogeology Journal,16: 1229-1231.

Letcher,R.A. and Giupponi,C.,(editorial), Plans and tools for sustainable water management in the European Union. Envl. Modelling & Software,20(2005),p.93-95.

Manahan,S.E., 2007, Environmental Science and Technology: A sustainable approach to green science & technology (3rd edn). CRC Press,Boca Raton, FL., 646p.

Sahu,B.K., 2006, Allocation and pricing policy for groundwater resources.(p.437-443). In: Romani,S. et.al. editors., Groundwater Ownership and Governance. Capital Publ. Co., New Delhi, 514p.

Sahu, B.K., 2007, Evaluation of water pollution risks from single/multiple contaminants/pollutants using statistical methods.(p.200-205),

Warhurst,A.R., and Norhona,L., 2000, Environmental Policy in Mining: Corporate Strategy and Planning for Mine Closure. CRC Press, Boca Raton, Fl., 513p.

The Relationship between Emotional Intelligence and Selected Socio Demographic Variables of Teachers- a review article

Savitha.L* & Dr.Vijayalaxmi.A.H.M**

*PhD research scholar

**Associate professor, Smt. VHD Central institute of Home science, Sheshadri road, Bangalore-01

Abstract

The conventional teaching just impart knowledge or fill students' brains with facts, but today’s educators also having a broader role of shaping students skills to manage their emotions, resolve conflict nonviolently, and make responsible decisions. In brief they develop subject intelligence as well as emotional intelligence of students. Teachers must possess the vital skills, personality characteristics and behaviors that students perceive to impact their motivation to learn. In such circumstances teachers working under educational institutions need to familiarize and practice Emotional Intelligence in their job setting. Recent research suggests that emotional intelligence is found to be significantly influencing the teaching effectiveness. Teaching effectiveness varies with qualification, experience, age, gender and other demographic characteristics.Hence thepresent study attempts to understand the impact of these variables on the emotional intelligence levels of the teachers. Numerous research studies related to the topic have been collected and reviewed thoroughly. Reviews revealed that From the reviews studied by the researcher 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.

Keywords- Emotional intelligence;Socio demographic variables-teachers-age- gender- teaching experience

Introduction

Efficient teaching and good learning are the two most important factors for success in academia.

Over the century the role of teachers in a child's education has fundamentally changed. On theone hand, teachers are being exhorted to ‘deliver’ a tightly prescribed, one-size-fits-all curriculum, administer pre-packaged tests and rate children and young people according to levels and grades in prescribed subjects. The emphasis is firmly on the pragmatic, the practical and the measurable. On the other, there is an increasing emphasis on the more effective aspects of education, on personal and social development, on understanding what makes children and young people become effective learners and on personalizingtheir learning experiences. The emphasis is shifting towards the emotional wellbeingof individuals and schools, on feelings as well as facts.

Nevertheless teachers have been trained with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, but they never have been, and still aren't being prepared well in how to deal with the challenges of being in classroom. They are largely left to their own devices in how to manage what goes on inside their own heads when challenges arise in the classroom, and typically fall back on what they learned from their own upbringing and education, which could be good or bad. That's why such a wide range of emotional and behavioral responses from teachers to the same challenges students present them with.

The emotional state of both teachers and learners affects the children attention,focus, perception,the time spent on tasks and their academic performance.Jennings & Greenberg andRoeser, 1999) state that Socially and emotionally competent teachers set the tone of theclassroom by developing supportive and encouraging relationships with their students,designing lessons that build on student strengths and abilities, establishing and implementing behavioral guidelines in ways that promote intrinsic motivation, coaching students through conflict situations, encouraging cooperation among students and acting as a role model for respectful and appropriate communication and exhibitions of prosocial behavior.

These teacher behaviors are associated with optimal social and emotional classroom climate and desired student outcomes. An optimal classroom climate is characterized by low levels of conflict and disruptive behavior, smooth transitions from one type of activity to another, appropriate expressions of emotion, respectful communication and problem solving, strong interest and focus on task, and supportiveness and responsiveness to individual differences and students’ needs (La Paro&Pianta, 2003).

When teachers lack the resources to effectively manage the social and emotional challenges within the particular context of their school and classroom, children show lower levels of on-task behavior and performance (Marzano, Marzano, & Pickering,2003). In addition, the classroom climate deteriorates, triggering in the teacher what refer to as a “burnout cascade.” The deteriorating climate is marked by increases in troublesome student behaviors, and teachers become emotionally exhausted as they try to manage them. Under these conditions, teachers may resort to reactive and excessively punitive responses that do not teach self-regulation and may contribute to a self-sustaining cycle of classroom disruption (Osher et al., 2007).

Emotionally exhausted teachers are at risk of becoming cynical and callous and may eventually feel they have little to offer or gain from continuing, and so drop out of the teaching workforce. Others may stay—although unhappily—coping by maintaining a rigid classroom climate enforced by hostile and sometimes harsh measures bitterly working at a suboptimal level of performance until retirement. In either case,burned-out teachers and the learning environments they create can have harmful effects on students. This science of emotions is very new, and schools are just now beginning to understand how emotions impact students’learning and well-being. Recognizing ones emotions and using them effectively is termed as emotional intelligence.Salovey and Mayer (2000)defined Emotional intelligence (EI) as the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior.

For teachers, emotional intelligence skills are imperative not only for their personal well-being but to improve student learning.  According to Patricia Jennings and Mark Greenberg, leading scientists in the field of social-emotional learning, teachers who possess social-emotional competencies (SEC) are less likely to experience burnout because they’re able to work more effectively with challenging students—one of the main causes of burnout. But emotional intelligence is the unrecognized component of what a teacher has to offer to learners (Mortiboys, 2005). A good teacher needs an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement and the motivation to learn. According to neuroscience, the neural connection between the thinking and emotional centers of the brain can either enhance or inhibit a person’s ability to learn (Davidson, 2000; Cacioppo&Berntson, 2009). Studies have also shown that emotions can activate and stimulate the brain for better recall (Cahill, Prins, Weber, &McGaugh, 1994; Dalgleish, 2004) and are crucial to sensory development because they facilitate the storage and recall of information (Rosenfield, 1988). Therefore teachers must understand the emotions of the students and act accordingly. This helps in creating a positive learning environment and motivating students for better performance because how a person learns is as important as what he/she learns.

Research on emotional intelligence with regard to certain teacher’s demographicfactors such as age, sex, locale and socio economic status has been reportedwidely. Numerous studies were intended to find out the impact ofdemographic variables on emotional intelligence of teachers. However,these studies don’t reach to similar conclusions but, have reported thesignificance of demographic variables in studying emotional intelligence of teachers.Some of the reviews in this context are discussed in the following pages.

Aim : To study the influence of socio demographic variables on emotional intelligence of teachers

Objectives

To understand the relationship between age and emotional intelligence of teacher.

To understand the relationship of between gender and emotional intelligence of teachers

To study the influence socio economic status/ income on emotional intelligenceof teachers

To learn the influence of teachers work experience and qualification on their emotional intelligence

Methodology

Initially a literature survey was carried out to collect research studies related to emotional intelligence of teachers. Several research studies related to emotional intelligence of teachers and demographic variables were collected from various sources like, books, journals, online publications, etc. The collected articles were reviewed and were grouped under different headings. The articles categorized based on influence of age, gender, economic status, etc. are discussed under results and discussions.

Results and discussions

Age:

Several research studies have been conducted to find out the relation between age and emotional intelligence of teachers. One of the pioneer in research on EI, Goleman (1996) have also stated that emotional intelligence increases with age and it can be learned, cultivated and increased in adulthood. In a series of longitudinal studies, it was shown that people can change their EI competencies over two to five years.

Goleman (1995), Tyagi (2004) carried out a research to measure the emotional intelligence and its relation with age among secondary school teachers,and found that the level of emotional intelligence is low and independent of age.A study on relationship between emotional intelligence and agereported by Gowdhaman and Murugan (2009) among B.Ed. teacher trainees(N= 300) have revealed a significant effect of age on emotional intelligence.

Singh, Gaurav (2009) study on Emotional Intelligence and Ageof Secondary School Teachers revealed that, the emotional intelligence of secondary schoolteachers differed significantly in relation to their age difference and it also had beenobserved that on the aspects like self awareness, emotional stability, managing relation,integrity and self-development, teachers with age group of 30 years and above aremuch better, whereas on the aspects like self-motivation, commitment and altruisticbehavior, the teachers with age group less than 30 years have greater mean value.The study also stated that there was no significant difference on empathy and value orientation aspects ofemotional intelligence between teachers of age group less than 30 years and with agegroup 30 years and above.

Mayer et al.,(1999) asserted that in order for emotional intelligence to be considered a standard intelligence, it should increase with age and experience. Rooy et al., (2005) examined the relationship between emotional intelligence and age using the 33-item Emotional Intelligence Scale. There was a significant positive correlation between emotional intelligence and age.

Fariselli et al.,(2007) have conducted a study on 405 people in the age group of 22-70,for predicting if age is a significant variable which impacts emotional intelligence level.It was found that emotional