Posted: May 25th, 2022

The different levels of intelligence essay paper.

Hayes Case Study: EQ

It is now clearly recognized that individuals have different levels of intelligence. How to define the word “intelligence” and how to measure the differences between one person and another are still open to debate. However, only recently has it been theorized that people also have varying emotional intelligence (EQ), or how well they know and can handle their emotions. The article, “Emotional Preparation for Teaching: a case study about trainee teachers in England,” by Denis Hayes (2003) considered the impact of emotions on teacher trainees. The study demonstrated emotions’ influence on the trainee teachers’ ability to effectively function. It also suggested that teachers need to learn how to cope with their feelings is important in times of rapid change and increased stress to keep satisfied with their work and not leave the field of education.

In 1995 Daniel Goleman published Emotional Intelligence, which led to further thoughts on the definition of intelligence and the other areas of interpersonal personal and personal strengths that happy, successful people shared. Goleman explains that EQ is another way to show one’s intelligence. It consists of understanding and managing one’s own feelings and using them to make sound decisions; personally motivating oneself; remaining hopeful while facing frustrations; demonstrating empathy and compassion; interacting well with others; and effectively managing relationships. Such emotional skills matter immensely in regard to a person’s family, work, marriage, health and well being.

Individuals with EQ exhibit impulse control, self-esteem, self-motivation, mood management, and people skills. People with interpersonal EQ enjoy socializing with peers and social occasions; appear to have natural leadership abilities; readily give advice to friends with problems; seem to be “people smart;” enjoy belonging to groups;

gain pleasure from informally teaching others; like to play games with other individuals; have two or more close friends; are empathic about people’s concerns; and are often sought out by other individuals. From an individual perspective, this person shows a great deal of independence, has a realistic sense of personal strengths and weaknesses, acts well on his or her own and does not usually follow the status quo. This individual also has high self-esteem, self-worth and a good sense of self-direction, can accurately express personal feelings, is able to be introspective about his/her actions, and learns from failures and successes in life.

All these traits are important for individuals to perform well in their work situations, especially teachers. In his research, Hayes (2003) was interested in knowing the level of these traits in teacher trainees. He explains that as an important part of their educational training, teaching interns in England must spend a considerable amount of time in school placement to gain experience in classroom teaching and staff membership. Trainees who pursue an undergraduate degree that leads to Qualified Teacher Status are required to spend 32 weeks in school or similar settings; postgraduate trainees undertaking a one-year course have to spend 18 weeks in school.

The research in Hayes’ (2003) article focused on the emotional condition of primary trainee teachers prior to and during the graduation of their final school placement. Especially, the study attempted to identify the degree to which these new teachers’ dispositions before school placement impacted their attitudes towards teaching and how much practice is influenced by confidence level, self-belief and emotional security.

Mostly, this qualitative research study was based on these teachers’ 41 written accounts as part of a dissertation on their experiences during final school placement. The teachers had to write a synopsis about their final school experiences based around some or all of the following elements: factors influencing their confidence in the build-up to and during placement, adjustments made to the new situation including how they coped with challenges, and the impact of the school experience on their motivation for teaching.

The paradigm of this research was definitely interpretive, because the results were based on the teachers’ personal experiences. The interpretivist/constructivist paradigm grew out of the philosophy of Edmund Husserl’s phenomenology and Wilhelm Dilthey’s interpretive understanding called hermeneutics (Mertens, 2005, p. 12). The interpretivist / constructivist approach suggests that “reality is socially constructed” (Mertens, 2005, p.12), and the researcher tends relies on the “participants’ views of the situation being studied” (Creswell, 2003, p.8) and recognizes the impact of these individuals’ background on the research.

The emotional impact of working in the school system, if overwhelming, can be a major disadvantage to both a new teacher and the students. If teachers are not properly prepared or can not emotionally cope, they may feel frustrated or depressed until making a personal adjustment to the situation or never adjust at all and quit. Unfortunately, turnover in education can be quite high. Hayes (2003) was expecting that the trainees would feel anticipation and even fearful before school placement. However, even he was surprised to their degree of emotional intensity. He noted that the “Respondents’ accounts of the pre-placement period left no doubts that their emotional condition had a significant impact on their preparation for teaching, as expressions of fervor, excitement, agitation, passion and enthusiasm were liberally threaded throughout the accounts.”

One teacher named Rita explained that placement was her final opportunity and the ultimate challenge that she had to face and overcome if she wanted to become a qualified teacher. However, her emotional intelligence was high. She had high self-esteem and was willing to accept challenges. She was going into the situation with a positive attitude that she could cope with whatever confronted her.

Louise, who had a lower emotional intelligence, especially in the area of self-esteem, was more worried about how she would do. Similarly, Eve and Ewan doubted whether they would be able to cope with the demands of teaching, even though they wanted to once again be involved with children in a school setting. Eve said:

looked forward to my final year teaching practice with a mixture of excited anticipation at the prospect of being able to have a ‘proper go’ and occasional, no, frequent, bouts of anxiety brought on by thoughts of ‘What if I can’t cope with staying up until all hours trying to plan, re-plan and re-plan again?’

Unfortunately, in a few cases, the participants were seriously reassessing their suitability for teaching. “The depth of emotion attached to this fundamental issue of vocation underlines the delicate balance that exists between aspiration and exasperation, as the following selection of extracts clearly shows,” noted Hayes (2003). The source of their anxiety varied: Dave was anxious because of negative comments from a teacher; Lulu was upset by negative remarks by staff; Paul and Dorothy appeared uncertain whether to endure the strains and stresses of teaching and weighed the benefits against the perceived costs.

As found by Hayes (2003), the teachers’ emotional ability of handling the situation had a direct influence on not only being a teacher, but being a high-quality teacher: Stephenson (1995) concluded, for example, that the quality of trainee teachers’ experience in school depended principally on their emotional condition, which in turn relied on the quality of the mentoring process. Calderhead & Shorrock found that enculturation into teaching meant that trainee teachers had a considerable amount of adjustments to make before progressing. These processes were wearing and distracting, but mirrored the situation facing teachers who were newly qualified, changing schools, and experiencing marked changes in their working conditions.

The positive aspect of Hayes (2003) study results is that if it is known beforehand that a new teacher will have problems in adapting when first coming into a school system, there are steps that can be taken for preparation. It is possible to be proactive. It is not necessary to wait and see if the teacher does or does not adapt. Teachers can be helped in advance on how to use their emotions in making responsible choices that satisfy them and still conform to expectations. Strategies include according to Dunlop (1984): Providing trainee teachers with clear and accurate documentation that is not overpowering but helps them to conceptualize placement requirements; offering these interns the opportunity to meet key school staff before the school experience to reduce fears about the ‘unseen’ and begin to establish sound relationships; clarifying requirements, especially during the first week, so they can start preparing lessons and feel more in control of events; stressing each placement is a fresh opportunity to do well and success is not dependent on previous experiences; and emphasizing school experience is to be a time of learning time for trainees, in which mistakes are inevitable.

Personal Reaction to this Study

Other researchers, including Goleman, have also found that the teacher’s level of EQ is by far the single most important variable in creating a classroom where the students’ emotional intelligence can be developed healthily. Further, the most important variable in the teachers’ EQ is how they handle their own emotions, especially their negative ones. An effective, successful teacher is largely one who can handle his or her negative feelings in an authentic, real and healthy way. However, as noted in Hayes (2003) study, many teachers are not able to make the adjustment.

For example, according to the Bureau of Labor Statistics, Texas will need over 82,000 new teachers by 2008 (as noted in Justice & Espinoza, 2007). Many teachers are leaving the profession within five years of being employed. In order to reduce these numbers, schools are now looking more seriously at teacher preparation programs. In one study described by Justice and Espinoza (2007), 160 beginning teacher candidates were surveyed using the Emotional Skills Assessment Process. According to the Emotional Intelligence Scale, the candidates needed to strengthen skills in assertion, comfort, empathy, decision making, drive strength, time management, commitment ethic, self-esteem, stress management and deference. The skills leadership, aggression, and change orientation were current strengths. To face the challenges of a diverse classroom, teachers needed to develop or strengthen specific skills if they were going to have a longer teaching career.

Goleman (1995) is credited in Emotional Intelligence with encouraging many educators to think about intelligence in two parts, IQ and emotional intelligence. Because of his theory, many educators began to realize that emotions play an important part in a person’s ability to succeed in life. Goleman says “at best, IQ contributes about 20% to the factors that determine life success which leaves 80% to other forces.” (Goleman, p.34). He believes that these other forces may be influenced by emotions. According to Goleman, the more emotionally intelligent have, “abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to empathize and to hope”(p.34). Emotional intelligence is essential.

Nelson and Low (2003) state that emotional intelligence is the single most important influencing factor in individual achievement, career success, leadership and life satisfaction. They feel that an emotionally capable person needs to be able to identify, understand, experience, and express human emotions in healthy and productive ways. All of the areas of teacher instruction could use some intervention in order to make teaching students more confident and emotionally prepared to enter the classroom. If beginning teachers knew what skills to apply when they faced challenges, they may stay in the classroom longer than five years. Obtaining important and useful emotional knowledge about themselves and developing emotional skills to guide and support lifelong emotional learning can only strengthen their performance in the classroom and improve student achievement.

Hayes (2003) ended his study stating that although the participants’ extracts later showed that some of their worst fears were eliminated once their placement began, the emotional turmoil that some of them experienced prior to the assignment meant that “too much of their mental energy was directed towards concerns of the heart rather than practical preparation for the job.” Nevertheless, Hayes concluded that learning to cope with the emotions attached to changing circumstances and stressful situations is, as his research confirmed, an integral dimension of teachers’ lives. The development and honing of the intern teachers’ emotional literacy is an essential element of their preparation for teaching and too important to be left to chance.

This is definitely a true concern. There are many teachers, especially the newer ones but veterans as well, who are overwhelmed with all the goals they have to meet, the fast-paced and ever-changing environment in which they work, and the ever-increasing personal, emotional and intellectual needs of their students. It takes a special person to be a “good” teacher, not just a run-of-the-mill teacher. It would be very helpful if colleges and universities placed a greater stress on emotional intelligence in their classes for teacher instruction as well as make it a consistent part of the intern process. Further, once teachers enter the school system, there should be other ways to support them, either through further instruction, support groups, or mentoring.

Teachers are a much-needed profession, and it is unfortunate that the turnover is so high. However, as noted by Hayes (2003) in his article, steps can be taken to help teachers adjust. Perhaps, with time, educational systems will realize the importance of helping their teachers’ build emotional intelligence.

References

Calderhead, J. & Shorrock, S. (1997) Understanding Teacher Education. London: Falmer

Press.

Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage

Dunlop, F. (1984) the Education of Feeling and Emotion. London: Allen & Unwin.

Goleman, D. (1995) Emotional Intelligence. New York: Bantam.

Justice, M, and Espinoza, S. (2007) Emotional intelligence and beginning teacher candidates. Education. (Summer) [electronic version]

Hayes, D. (2003). Emotional preparation for teaching: A case study about trainee teachers in England. Teacher Development. 7: 153.

Mertens, D.M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. Thousand Oaks, CA: Sage.

Nelson, D. & Low, G. (2003). Emotional Intelligence: Achieving Academic and Career Excellence. Upper Saddle River, New Jersey: Prentice Hall.

Stephenson, J. (1995) Significant Others: the primary trainee view of practice in schools,

Educational Studies 21: 309-318.

---

Get Professional Assignment Help Cheaply

Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?

Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.

Why Choose Our Academic Writing Service?

• Plagiarism free papers
• Timely delivery
• Any deadline
• Skilled, Experienced Native English Writers
• Subject-relevant academic writer
• Adherence to paper instructions
• Ability to tackle bulk assignments
• Reasonable prices
• 24/7 Customer Support
• Get superb grades consistently

 

Online Academic Help With Different Subjects

Literature

Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.

Finance

Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.

Computer science

Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!

Psychology

While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.

Engineering

Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.

Nursing

In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.

Sociology

Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.

Business

We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!

Statistics

We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.

Law

Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.

What discipline/subjects do you deal in?

We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

• When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
• We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

• The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
• We will have a different writer write the paper from scratch.
• Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment  Help Service Works

1.      Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2.      Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3.      Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

4.      Download the paper

The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A PERFECT SCORE!!!

---