Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.3
,
No
.3
, Sep
t
em
b
e
r
20
14, pp
. 158
~168
I
S
SN
: 225
2-8
8
2
2
1
58
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Interrelationship between Person
al
ity T
r
ait
s
and E
m
otion
a
l
Intelligence of Secondary Teachers in India
R
avi
Ka
nt
Maulana Azad
National Urdu U
n
iversity
,
College of
Teacher Edu
c
ati
on, D
a
rbhanga, B
i
har
,
India
Article Info
A
B
STRAC
T
Article histo
r
y:
ReceivedApril 27, 2014
Rev
i
sed
Jun
22,
201
4
Accepted Aug 29, 2014
Em
otional
intell
igence is an
ab
ilit
y
to con
t
rol
our em
otions in
abnorm
a
l
situations.
Now it is widel
y
ac
ce
pted
th
at em
otio
nal int
e
l
ligen
ce
als
o
a
k
e
y
determent
for success and
also in
devel
opment
in personality
.
Pers
onality
is a
sum total of emotions. B
y
takin
g
a sa
mple of 2
00 secondar
y
school teachers
an a
ttem
p
t h
a
s m
a
de to
find
out
th
e r
e
lationship be
twe
e
n
em
otiona
l
intelligen
ce and differen
t
factors of
pers
onality
of
secondar
y
scho
ol teachers
.
Results indic
a
t
e
d that th
ere was
no si
gnifican
t difference
between emotional
intelligen
ce of secondar
y
s
c
hool teachers
in
relation to gend
er
an
d stream in
which the
y
ar
e
teach
ing. Furt
her, a posit
ive
relat
i
onship fo
und in the
e
m
ot
i
ona
l
i
n
t
e
l
l
i
ge
nc
e
a
nd some
of pe
rsona
li
ty
fa
c
t
ors but ma
ny
pe
rsonality
factors wer
e
n
e
g
a
tiv
el
y
r
e
lated
t
o
em
otional
int
e
lligen
ce of diff
erent groups
of secondar
y
s
c
hool teachers
but mo
st ty
p
e
of relationship was not
significant.
Keyword:
Em
o
tio
n
a
l In
tellig
en
ce
Perso
n
a
lity traits
Seco
nda
ry
sc
h
ool
t
eac
hers
Gen
d
e
r
Teaching st
rea
m
s
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
R
a
vi
Ka
nt
,
Assistant Profe
sso
r in
Edu
catio
n,
M
a
ul
ana Aza
d
Nat
i
onal
U
r
d
u
Uni
v
ersi
t
y
,C
ol
l
e
ge
o
f
Te
ache
r
E
ducat
i
o
n,
D
a
rbh
a
ng
a, Bih
a
r,
IND
I
A
.
Em
a
il: ed
u
.
ravik
a
n
t
@g
m
a
il.c
o
m
1.
INTRODUCTION
Th
e con
cep
t
o
f
em
o
tio
n
a
l in
tellig
en
ce was fi
rst broug
h
t
i
n
to
scien
tific term
s
in
19
90
b
y
Jack
Mayer
and
Peter Sal
o
vey (1995)
[1]
.
Recently another
psychol
ogist, Daniel Gol
e
m
a
n (1995)
,
propose
d
a the
o
ry
on
e
m
o
tio
n
a
l in
tellig
en
ce th
at cen
tered
aroun
d
fiv
e
traits [2
]. Dev
e
l
o
p
m
en
ts h
a
v
e
also
b
e
en
m
a
d
e
o
n
m
eas
u
r
i
n
g
e
m
otional inte
lligence, and
analyzing
it's correlation
with an indivi
du
al's level of success.
Emotional
in
tellig
en
ce is
a set of sk
ills, attitu
d
e
s, ab
ilities an
d co
m
p
eten
cies th
at
determin
e th
e i
n
d
i
v
i
du
al’s
b
e
h
a
v
i
o
r
,
react
i
ons
, st
at
e of m
i
nd, co
pi
ng st
y
l
e and c
o
m
m
uni
cat
i
on
style. These factors
directly affects the level
of
success, satisfa
ction, a
b
ility t
o
connect to
ot
her
pe
ople as
well as the individual
’
s a
b
ilit
y to cope with
stress,
lev
e
l of
sel
f
st
r
eam
, p
e
r
c
ep
tio
n of
con
t
ro
l
an
d ov
er
a
ll lev
e
l
o
f
m
e
n
t
al an
d em
o
tio
n
a
l well
b
e
ing
.
Mayer
&
Salo
v
e
y
(1
997) co
ndu
cted
a stu
d
y
o
n
Em
o
t
i
o
n
a
l i
n
tellig
ence, affect, and
attitu
d
e
s [3
]
.
Th
e
resu
lt
o
f
th
e stud
y
was t
h
at
des
p
i
t
e
im
port
a
nt
e
x
cept
i
o
ns
pe
o
p
l
e
are
us
ua
lly
m
o
tiv
ated
to
seek
p
l
easan
t feeling
s
and
av
o
i
d
u
n
p
l
easan
t emo
tio
ns. Th
e abilit
y to
m
a
n
a
ge e
m
o
tio
n
s
can
h
e
l
p
p
e
op
le
n
u
rture po
sitive effect, avo
i
d b
e
ing
o
v
e
rwh
e
lm
ed
b
y
n
e
gativ
e effect, and
cop
e
with
stre
ss.
Oth
e
r em
o
tio
n
a
l ab
ilities, su
ch
as p
e
rceiv
i
n
g
and
u
n
d
e
rstand
ing
e
m
o
tio
n
s
, also con
t
ribu
te i
n
directly to
th
e
qu
ality o
f
em
o
t
i
o
n
a
l
exp
e
rien
ce b
y
h
e
lp
i
n
g peo
p
l
e
to
id
en
tify and
in
terpret cues th
at info
rm self-regu
l
atory actio
n
.
Therefore em
o
tio
nal in
tellig
en
ce shou
ld
co
n
t
ribu
te to
po
sitiv
e affect an
d attitu
d
e
s at
work.
M
a
n i
s
a soci
al
anim
al
whi
c
h get
s
af
fect
ed fr
om
i
t
s
sur
r
o
u
ndi
ng
s.
Every
m
a
n has hi
s or
her
p
e
rson
ality which
is
v
e
ry
un
iq
u
e
in n
a
t
u
re
an
d ch
ar
acteristics. Acco
rd
ing
to Ca
ttell (19
50), “Person
a
lity is
th
at wh
ich
p
e
rmits a p
r
ed
icti
o
n
of
wh
at a
p
e
rson
will
d
o
in
a
g
i
v
e
n
situ
atio
n
”
[4
]. Person
ality was
an
d is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
In
terrel
a
tio
n
s
hip
b
e
tween
Perso
n
a
lity Tra
its
a
n
d
Emo
tion
a
l
In
tellig
en
ce .... (Ra
v
i K
a
n
t
)
15
9
al
way
s
a poi
n
t
of di
sc
ussi
o
n
am
ong p
h
i
l
o
so
p
h
er
, psy
c
hol
ogi
st
an
d e
ducat
i
o
ni
st
. M
a
ny
em
i
n
ent
schol
a
r
s
d
e
fi
n
e
p
e
rson
ality
in
th
eir own
word
s. Perso
n
ality is
an
ab
stract con
c
ep
t wh
ich
inv
o
l
v
e
s actio
ns, em
o
t
io
n
s
,
recogn
itio
n
s
an
d
m
o
tiv
atio
ns o
f
a p
e
rso
n
. Desp
ite h
a
v
i
ng
m
a
n
y
co
mmo
n
p
e
rson
ality traits, hu
m
a
n
s
h
a
v
e
u
n
i
q
u
e
p
e
rson
ality. Th
e p
e
rson
ality is re
m
a
i
n
ed
con
s
tan
t
in a lo
ng
ti
m
e
; n
e
v
e
rt
h
e
less, it is ch
ang
e
d
from o
n
e
p
o
s
ition
to
ano
t
h
e
r on
e. Measu
r
i
n
g
th
e
p
e
rson
ality an
d
d
e
scri
b
i
ng
th
e p
e
rso
n
a
lity traits h
a
s b
een
p
a
id
attention
by the psychologist
s from
a
long t
i
m
e
ago. Ide
n
tifying t
h
e peopl
e
’s pe
rs
onality traits is necess
a
ry in
man
y
liv
in
g
situ
atio
n
s
.
Pev
i
n
& Jo
hn
,
(20
01) said
th
at
Perso
n
a
lity is a set o
f
p
s
ych
o
l
o
g
i
cal trai
ts an
d
m
echani
s
m
wit
h
i
n
t
h
e i
n
di
v
i
dual
w
h
i
c
h
was o
r
g
a
ni
ze
d
,
rel
a
t
i
v
el
y
endu
re
d an
d i
n
f
l
uence
d
hi
s
o
r
he
r
in
teractio
n
with
th
e ad
ap
tation
to
th
e env
i
ron
m
en
t [5
]. Al
po
rt, (19
61) elab
orate p
e
rson
ality
th
at t co
n
s
ists o
f
dy
nam
i
c orga
ni
zat
i
on t
r
ai
t
s
t
h
at
det
e
rm
i
n
e ho
w a per
s
on a
d
j
u
st
hi
m
s
el
f uni
qu
el
y
t
o
t
hose e
nvi
r
onm
ent
i
n
cl
ude
s seve
n
cat
ego
r
i
e
s;
bi
o-
p
h
y
s
i
cal
, bi
o
-
soci
al
,
uni
que
, in
tegrativ
e, ad
ju
stm
e
n
t
, d
i
fferen
tiate essential and
o
m
n
i
b
u
s
[6
].
By so
m
e
o
t
h
e
r d
e
fin
ition
s
an
d elabo
r
ati
ons it co
u
l
d
be
said
th
at Perso
n
a
lity is an
ab
stract
conce
p
t which invol
ves a total su
m
of actions
, em
oti
ons, recognitions
of a
n
y hum
an creature
with their
su
rroun
d
i
ng
s.
Perso
n
a
lity is th
e su
m
to
tal
o
f
h
a
b
its,
ch
aracteristics, traits o
f
an
y perso
n
wh
ich
remain
s
unc
ha
nge
d
f
o
r
a l
o
n
g
t
i
m
e i
n
no
rm
al
condi
t
i
ons
.
A st
u
d
y
b
y
Match
i
m
a
n
o
n
(200
1) ex
am
in
ed
t
h
e
relatio
n
s
h
i
p
b
e
tween p
e
rson
ality an
d em
o
tio
n
a
l
in
tellig
en
ce o
f
3
0
4
em
p
l
o
y
ees [7
]. Th
e fi
n
d
i
n
g
rev
ealed
that o
v
e
rall em
o
t
io
n
a
l in
tellig
ence was sig
n
i
fican
tly
related
with
p
e
rson
ality d
i
m
e
n
s
ion
s
at
.0
1 lev
e
l.
Do
n
a
l
d
H. Sak
l
o
f
sk
e (2
00
3) con
d
u
c
ted
a stud
y on a sam
p
le
o
f
35
4 stud
en
ts to
ex
am
in
e th
e
relatio
n
s
h
i
p b
e
tween
p
e
rson
ality traits and
Em
o
tio
n
a
l Intellig
en
ce [8
].
EI
was
foun
d
t
o
b
e
n
e
g
a
tiv
ely and
sign
ifican
tly
co
rrelated
with
Neu
r
o
ticism
,
an
d
p
o
sitiv
ely an
d
significan
tly
correlated with
E
x
tra
v
er
si
on
, O
p
e
nne
ss,
A
g
reea
bl
enes
s a
n
d
C
o
nsci
ent
i
ous
ness
.
Ho
w
e
ver
,
t
h
e
r
e a
r
e
m
i
xed
resu
lts
with resp
ect to ex
troversion
and
emp
a
th
y. Du
ran
,
A. Ext
r
em
era,
N. &
Rey,
L.
(
200
4)
ex
am
in
ed
t
h
e
relations
hip a
m
ong dim
e
nsions
of se
lf re
porte
d
em
otional intelligence,
enga
gem
e
nt and burnout a
nd
found
th
at e
m
o
tio
n
a
l fun
c
tion
i
ng
and
wo
rk
related
v
a
riab
les in
a p
r
o
f
ession
al sam
p
le
were sign
ifican
tly related
[9
].
Kem
p
etal. (2
0
05) exp
l
o
r
ed
relatio
n
s
h
i
p
b
e
tween
Brai
n
Resou
r
ce Inv
e
n
t
o
r
y fo
r em
o
tio
n
a
l in
tellig
en
ce an
d
v
a
riab
les relevan
t
to
un
d
e
rstan
d
i
n
g
on
em
o
tio
n
a
l in
tellig
ence [10
]
.
It was foun
d th
at emo
tio
n
a
l i
n
tellig
en
ce
was asso
ciated
m
o
re with
person
ality th
an
cog
n
itiv
e abilit
y. It ca
m
e
o
u
t
th
at th
e stu
d
y
on
relation
s
h
i
p
b
e
tween
p
e
rson
ality an
d
em
o
tio
n
a
l in
tellig
en
ce b
y
aimin
g
to
exp
l
o
r
e
what d
i
m
e
n
s
io
n
s
of p
e
rson
ality st
rong
ly
co
rrelated
wit
h
asp
ect of em
o
tio
n
a
l in
tellig
en
ce.
Am
r
ita an
d
Kh
ad
irawan
(200
6)
fo
und
th
at g
e
n
d
e
r, age an
d
qualifications i
n
fl
uence t
h
e em
ot
ional intelligence
of sc
hool teachers [11].Todd
H.
Drew (2006) conducted a
study to see t
h
e relationship
betwee
n em
oti
onal intellige
n
ce and st
ude
nt
t
eacher
performance [12]. The study
is an
im
p
o
r
tan
t
con
t
ribu
tion
t
o
the literatu
re
in
th
at it app
e
ars to
b
e
th
e fi
rst stu
d
y
t
o
exp
l
o
r
e th
e
po
ssib
i
l
ity an
assess e
v
ent i
n
strum
e
nt can
predict ST
P a
r
e
related. Ho
we
ver,
data, c
o
llected from
the
coope
r
ating teacher
and stude
n
t teacher pe
rs
pective did
not
reve
a
l
any statistically significa
nt
relationshi
p.
Updhyaya (2006)
has
studie
d
the
pe
rsonality of emotionally
intelligent st
ude
nt-t
eachers
on a
sa
m
p
le of 78 st
ude
nt-teac
hers
[13].
It
was
found t
h
a
t
as com
p
ared to low em
otionally inte
lligent stude
n
t-teachers,
hi
gh e
m
ot
ionally intelligent
st
ude
nt
-t
eac
her
s
are
m
o
re con
f
i
d
e
n
t
,
pe
rs
i
s
t
e
nt
, sup
p
o
rt
i
v
e, ent
h
usi
a
st
i
c
and di
ve
rg
ent
.
The rese
arch
co
ndu
cted
b
y
Besh
arat (2010
) as
‘stud
y
in
g
th
e relatio
n
s
h
i
p
b
e
tw
een
th
e asp
ect o
f
p
e
rson
ality
an
d
em
otio
n
a
l
in
tellig
en
ce’ [1
4
]
. Th
e research
resu
lts sh
owed
th
at
th
ere is a sig
n
i
fican
t po
sitiv
e co
rrelation
between
e
m
o
tio
n
a
l in
t
e
llig
en
ce, th
e d
i
m
e
n
s
io
n
s
o
f
ex
trav
ersio
n
,
m
a
n
a
g
i
ng
th
e exp
e
ri
en
ces,
h
a
rm
o
n
y
and
conscientiousness and
negative relationshi
p between em
o
tio
n
a
l. Acco
rdin
g
to
Petri
d
es (20
10) a stro
ng
er
relatio
n
s
h
i
p
was repo
rted
b
e
t
w
een
em
o
tio
nal in
tellig
en
ce an
d
b
i
g
fi
v
e
person
ality [1
5
]
. Hud
a
n
i
et al
(201
2)
found
Conscie
n
tiousness, Openne
ss, Ex
tra
v
ersion a
n
d Agreeableness are
positively c
o
rrelates with emotional
in
tellig
en
ce [16
]
.
Teacher is als
o
cove
red
with t
h
eir s
u
rroundi
ng a
n
d environment. Everythi
ng
which is ha
ppe
ning in
su
rroun
d
i
ng
affects bo
th em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality o
f
a teach
e
r. Teach
e
r
is a k
e
y
d
e
termen
t o
f
success of a
n
y society so it
is quite nece
ssa
ry to
observe t
h
e
person
ality pattern and em
otional
intelligence
.
Teacher’s
pe
rsonality affects students
ve
ry
m
u
ch. So a
question a
r
ises i
n
the
m
i
nd of
investigat
or whethe
r
there is any relationship bet
w
een pe
rsonality pattern
and em
ot
ional intelligence of
teacher. For this purpose
th
is inv
e
stig
atio
n carried
ou
t.
Problem State
ment
Interrelationshi
p
betwee
n
personality traits a
n
d em
o
tional intelligence
of second
a
r
y teachers in India.
Opera
tio
n
al D
e
finition
s
a.
Em
o
tio
n
a
l In
tellig
en
ce: Em
o
tio
n
a
l in
tellig
en
ce
refers
to em
o
t
io
n
a
l reason
ing
.
It po
in
ts to
th
e ab
ility to
exp
r
ess o
n
e’s
em
ot
i
ons, u
n
d
e
rst
a
n
d
one
’s ow
n
a
n
d
ot
her
s
em
ot
i
ons,
re
gul
at
e one
’s o
w
n
em
ot
i
ons
a
n
d
m
a
nage em
ot
i
ons
of
ot
hers
.
b
.
Perso
n
a
lity: Person
ality is sum
to
tal o
f
h
a
b
its, attitu
d
e
s, attitu
d
e
s and
trait
o
f
an
y i
n
d
i
v
i
dual.
Evaluation Warning : The document was created with Spire.PDF for Python.
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22
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ERE
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l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
58
–
16
8
16
0
2.
R
E
SEARC
H M
ETHOD
In
t
h
i
s
st
udy
de
scri
pt
i
v
e su
rve
y
m
e
t
hod was
use
d
.
Popul
ati
o
n an
d
S
a
mple
In t
h
is study a
ll secondary s
c
hool
’s
teache
r
s
of Ram
pur
city were c
ons
idere
d
as
population.
Afte
r
these 200 sec
o
nda
ry school teachers
we
re s
e
lected as sa
mple on the ra
ndom
basis. In this sa
m
p
le there were
100 m
a
le and
100
fem
a
le te
achers
.
In this
entire sa
m
p
le there
we
re
105 teache
r
s
from
art strea
m
a
n
d
95
teachers
from
science stream
.
Instruments Used
1
.
Test o
f
Em
o
t
i
o
n
a
l In
tellig
ence b
y
Dr Girij
e
sh
Sh
arm
a
(200
5) was used
to
m
easu
r
e th
e e
m
o
tio
n
a
l
in
tellig
en
ce
o
f
secon
d
a
ry scho
o
l
teach
e
rs [17
]
. TEI (S-TF) con
t
ain
s
3
3
m
u
l
tip
le ch
o
i
ce ite
m
s
related
to
e
m
o
tio
n
a
l in
tellig
en
ce. Th
ere
is n
o
ti
m
e
-li
m
i
t
fo
r g
i
v
i
ng
resp
on
ses. Test-retest reliab
ilit
y
h
a
s b
e
en
found
to
b
e
87
(
N
=64
)
. R
e
l
i
a
bi
l
i
t
y
has al
so
b
een cal
cul
a
t
e
d
by
usi
n
g
Ku
der
-
R
i
char
ds
o
n
m
e
t
hod
by
t
h
e
researc
h
er a
n
d it has been found to
be .79. Validity has
been establis
hed against the
ratings
of teacher
ed
u
cat
o
r
s. Percen
tile n
o
rm
s for th
e test are availab
l
e.
2
.
1
6
PF Test- Person
ality was
m
easu
r
ed
with
th
e
h
e
l
p
o
f
Cattell’s 1
6
Person
ality facto
r
Qu
estionn
ai
re.
(In
d
i
an
ad
ap
tatio
n
b
y
S.D.
Kap
oor) Fo
rm
‘A’ of th
e test h
a
s b
e
en
u
s
ed
for m
easu
r
in
g
th
e p
e
rson
ality o
f
st
ude
nt
-t
eac
her
s
. 1
6
PF
q
u
est
i
o
n
n
ai
res i
s
a
n
ob
ject
i
v
e t
e
st
d
e
vi
sed
by
basi
c
researc
h
i
n
ps
y
c
hol
o
g
y
t
o
gi
v
e
th
e m
o
st co
m
p
lete co
v
e
rag
e
of
p
e
rson
ality p
o
ssib
l
e i
n
b
r
ief ti
m
e
.
3.
AN
ALY
S
IS
A
N
D
INTE
RP
RETATIO
N
Tab
l
e
1
.
Means, stand
a
rd d
e
viatio
n
s
an
d t-ratio
show
ing
the d
i
fferen
ce i
n
th
e em
o
tio
n
a
l in
tellig
en
ce
o
f
male
and fem
a
le second
a
r
y school
teachers
Groups
N
Mean
S.D.
D
t
M
a
le 100
17.
98
11.
64
0.
48
0.
56*
Fem
a
le 100
18.
15
5.
25
*not signi
ficant
Table 1 shows that m
ean e
m
otiona
l i
n
telligence sc
ores for m
a
le seco
ndary school teachers is
17.98
and
for fem
a
le
secondary sc
hool teache
r
s, it is 18.15. T
h
e
value of t-ratio (= 0.56) is not significant at 0.05
level. It m
eans
that null
hypothesis
stands a
ccepted. S
o
, it can
be i
n
fe
rre
d that m
a
le and
fem
a
le seconda
ry
scho
o
l
teach
e
rs do
n
o
t
d
i
ffer fro
m
o
n
e
ano
t
her
o
n
em
o
tio
n
a
l in
tellig
en
ce.
Tabl
e
2.
M
ean
s, st
an
da
rd
de
v
i
at
i
ons a
n
d
t
-ra
t
i
o
sh
o
w
i
n
g t
h
e di
f
f
ere
n
ce i
n
em
ot
i
onal
i
n
t
e
l
l
i
g
ence am
on
g
seconda
ry sc
hool teache
r
s
bel
o
ngin
g t
o
a
r
ts
and science
strea
m
s
Groups
N
Mean
S.D.
D
t
Ar
ts
105
19.
99
9.
54
0.
57
0.
77*
Science 95
17.
79
5.
86
*not signi
ficant
Tab
l
e 2 shows th
at m
ean
e
m
o
tio
n
a
l i
n
tellig
en
ce sco
r
es
fo
r secon
d
a
ry scho
o
l
t
each
e
rs
of arts stream
is 19.99 and for sec
o
nda
r
y school teach
ers of scie
nce stre
a
m
it is 17.79. Th
e value of t
-ratio (=
0.77)
is not
significa
nt at 0.05 level.
It means that null h
ypothesis sta
nds acce
pted. So it can
be inferred that sec
o
nda
r
y
scho
o
l
teach
e
rs of arts
and
sci
e
n
ce stream
s do
n
o
t
d
i
ffer from
o
n
e
ano
t
h
e
r
o
n
em
o
tio
n
a
l in
tellig
en
ce.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2-8
8
2
2
In
terrel
a
tio
n
s
hip
b
e
tween
Perso
n
a
lity Tra
its
a
n
d
Emo
tion
a
l
In
tellig
en
ce .... (Ra
v
i K
a
n
t
)
16
1
Tab
l
e
3
.
Means, stand
a
rd d
e
viatio
n
s
an
d t-ratio
s showin
g
the d
i
fferen
ces i
n
p
e
rson
ality facto
r
s
of m
a
le
an
d
fem
a
le secondary school teac
hers
S.
No P
ersonalit
y
f
a
ct
ors
Male
(
N
=100)
Fe
m
a
l
e
(
N
=100)
D
‘t’
Mean
S.D.
Mean
S.D.
1.
Reser
v
ed vs.
Outgoing (
A
)
9.
7
2.
25
9.
27
2.
32
0.
36
1.
64
2.
Less intelligent vs.
More intell
igent
(B)
8.
32
2.
50
9.
10
2.
04
0.
01
0.
03
3.
Affected by
feelings vs.
Em
otionally
stable (C)
13.
98
3.
74
12.
91
3.
59
0.
28
0.
76
4.
Hu
m
b
le vs.
Asser
t
ive (
E
)
11.
99
3.
77
10.
51
3.
54
1.
47
4.
34**
5.
Sober
vs.
Happy
-Go-
L
u
cky
(
F
)
12.
49
3.
55
11.
48
3.
69
1.
04
2.
91**
6.
E
xpedient vs.
Con
s
cientious (
G
)
14.
16
3.
17
13.
454
2.
59
0.
62
2.
10*
7.
Shy
vs.
Ventur
eso
m
e
(
H
)
15.
42
4.
94
13.
31
4.
79
2.
03
4.
34**
8.
T
ough-
M
i
nded vs.
T
e
nder
-
M
i
nded
(I)
10.
56
2.
91
11.
70
2.
88
0.
19
0.
49
9.
T
r
usting vs.
Suspicious (
L
)
10.
33
2.
77
9.
80
2.
34
0.
29
1.
02
10.
Pr
actical vs.
I
m
aginative (
M
)
13.
58
4.
03
12.
83
3.
65
0.
66
2.
90**
11.
For
t
hr
ight vs.
Shr
e
wd (
N
)
11.
69
2.
69
11.
56
3.
47
0.
70
2.
55**
12.
Placid vs.
Appr
ehensive (
O
)
9.
18
4.
79
11.
68
3.
74
0.
77
2.
55*
13.
Conser
vative vs.
E
xper
i
m
e
nting (
Q
1
)
9.
90
2.
25
9.
37
2.
24
0.
15
0.
51
14.
Gr
oup-
Dependent vs.
Self-
S
ufficient
(Q
2
)
11.
72
2.
46
11.
78
2.
94
10
0.
24
15.
Undisciplined self-
C
onflict vs.
Contr
o
lled (
Q
3
)
9.
95
2.
61
11.
38
3.
55
0.
93
2.
45*
16.
Relaxed vs.
T
e
nse
(
Q
4
)
11.
26
4.
34
11.
52
4.
54
1.
18
2.
69**
*/** signi
ficant at .
05 / .
01 level
Th
e
v
a
lu
es
o
f
t-ratio
are
sig
n
i
fican
t fo
r t
h
e p
e
rso
n
a
lity facto
r
s G, O, Q
3
at
0.
0
5
l
e
vel
.
F
o
r s
i
x
p
e
rson
ality facto
r
s
v
i
z. E, F, H, M,
N, and
Q
4
t-ratios
are
sign
ifican
t at
0
.
0
1
lev
e
l wh
ile for
rest o
f
t
h
e
p
e
rson
ality facto
r
s, t
h
e v
a
l
u
es o
f
t-ratio
s are
n
o
t
sign
ifican
t at 0
.
05
lev
e
l.
It
m
ean
s th
at as co
m
p
ared
to
female
seconda
ry school teac
hers
,
male seco
ndary school teachers are
m
o
re as
se
rtive, ha
ppy
-go-luc
k
y, ve
ntures
om
e
and im
aginative while as com
p
are to
m
a
le secondary school
teache
r
s, fem
a
le seconda
ry school teachers a
r
e
m
o
re conscient
i
ous
, s
h
re
wd, a
p
pre
h
ensi
ve, c
ont
rolled and
tense. Male and fem
a
le secondary sc
hool teac
hers
d
o
no
t
d
i
ffer
fro
m
o
n
e
an
o
t
h
e
r
o
n
th
e
p
e
rsonality facto
r
s
A, B, C,
I, L,
Q
1
and
Q
2
.
Tab
l
e
4
.
Means, stand
a
rd d
e
viatio
n
s
an
d t-ratio
show
ing
the d
i
fferen
ce i
n
p
e
rson
ality-facto
r
s of
seco
nd
ary
sch
ool
t
eac
hers
bel
o
n
g
i
n
g t
o
a
r
t
s
an
d
sci
e
nce
st
ream
s
S.
No P
ersonalit
y
f
a
ct
ors
Arts
(
N
=105)
Science
(N=95)
D
T
Mean
S.D.
Mean
S.D.
1.
Reser
v
ed vs.
Outgoing (
A
)
9.
23
2.
33
9.
54
2.
47
0.
05
0.
17
2.
Less intelligent vs.
More intell
igent
(B)
8.
39
2.
55
8.
67
2.
34
0.
08
0.
24
3.
Af
f
ected by f
eelings vs.
E
m
otionally st
able (C)
13.
11
3.
55
14.
48
3.
99
0.
27
0.
73
4.
Hu
m
b
le vs.
Asser
t
ive (
E
)
12.
16
3.
72
11.
56
3.
19
0.
08
0.
26
5.
Sober
vs.
Happy
-Go-
L
u
cky
(
F
)
11.
55
3.
85
11.
94
3.
83
0.
07
0.
17
6.
E
xpedient vs.
Con
s
cientious (
G
)
14.
00
2.
89
13.
93
3.
78
0.
49
1.
45
7.
Shy
vs.
Ventur
eso
m
e
(
H
)
14.
99
4.
54
14.
56
4.
67
0.
24
0.
46
8.
T
ough-
M
i
nded vs.
T
e
nder
-
M
i
nded
(I)
11.
32
2.
65
11.
34
2.
83
1.
38
4.
99**
9.
T
r
usting vs.
Suspicious (
L
)
10.
90
2.
54
9.
84
2.
71
0.
29
0.
96
10.
Pr
actical vs.
I
m
aginative (
M
)
12.
34
2.
98
12.
61
2.
95
0.
44
1.
67
11.
For
t
hr
ight vs.
Shr
e
wd (
N
)
11.
34
2.
77
11.
39
2.
62
0.
29
0.
99
12.
Placid vs.
Appr
ehensive (
O
)
11.
38
3.
97
10.
46
377
0.
35
0.
97
13.
Conser
vative vs.
E
xper
i
m
e
nting
(Q
1
)
9.
95
2.
66
10.
56
2.
63
0.
81
2.
40*
14.
Gr
oup-
Dependent vs.
Self-
Suf
f
i
cient (Q
2
)
10.
99
2.
86
11.
08
2.
93
0.
09
0.
32
15.
Undisciplined self-
C
onflict vs.
Contr
o
lled (
Q
3
)
11.
77
2.
74
12.
79
2.
69
0.
07
0.
25
16.
Relaxed vs.
T
e
nse
(
Q
4
) 11.
89
5.
28
10.
94
4.
50
0.
25
0.
36
*/** signi
ficant at .
05 / .
01 level
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
I
J
ERE
Vo
l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
58
–
16
8
16
2
Th
e v
a
lu
es
of t-ratio
for
th
e p
e
rson
ality
facto
r
s ‘Q
1
’
an
d ‘I
’
ar
e si
g
n
i
f
i
can
t
at 0.05
lev
e
l an
d 0.01
lev
e
l resp
ectively. For th
e rest o
f
th
e p
e
rso
n
ality facto
r
s,
the v
a
l
u
es
o
f
t-ratio
are no
t significan
t.
It m
ean
s th
at
as com
p
ared to sec
o
nda
r
y sc
hool teache
r
s
of a
r
ts str
eam
, seconda
ry sc
hool teac
he
rs
of science strea
m
are
m
o
re experim
e
nting
while as com
p
are to
seconda
ry sc
hool teachers
of science
stre
a
m
, secondary
school
teachers of arts
strea
m
are
m
o
re tende
r-m
inded. Sec
o
nd
a
r
y school teachers of arts
and sc
ience stream
s
do
not
d
i
ffer
fro
m
o
n
e
ano
t
h
e
r
o
n
p
e
rso
n
ality facto
r
s
–
A,
B,
C,
E, F, G, H,
L,
M
,
N, O,
Q
2
, Q
3
an
d Q
4
.
Tab
l
e 5
.
C
o
rrel
atio
n
s
b
e
tween
em
o
tio
n
a
l in
tellig
en
ce an
d p
e
rson
ality factor ‘A:
Reserve
d
vs.
O
u
t
goi
ng
’ f
o
r
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
0.08
2.
Fe
m
a
le
secondary
school teachers
100
-0.32
3.
Secondary
school t
eachers
of arts st
re
a
m
105
-0.09
4.
Secondary
school t
eachers of science
strea
m
95
0.20
Ob
serv
atio
n
o
f
th
e tab
l
e 5
sh
o
w
s th
at th
e valu
es o
f
co
rrelatio
n
b
e
tween
e
m
o
tio
n
a
l in
tellig
en
ce and
personality factor
A
for m
a
le
and fem
a
le seconda
r
y
school teachers
a
r
e 0.08
and
-0.32 respectively
and bot
h
are no
t sig
n
i
fican
t
at .0
5
lev
e
l
.
It
m
ean
s th
at th
ere is n
o
rel
a
tio
n
s
h
i
p
b
e
t
w
een
th
e em
o
tio
n
a
l in
tellig
en
ce an
d
personality factor
A am
ong male and
fem
a
le seconda
ry sc
hool teache
r
s.
Valu
es
of co
rrelatio
n
b
e
t
w
een
em
o
tio
n
a
l intellig
en
ce and p
e
rson
ality facto
r
A
for th
e secon
d
a
ry
school teache
r
s of a
r
ts and s
c
ience stream
s
are -0.09
a
nd 0.20
res
p
ectively. Both are
not si
gnifica
nt
at .05
lev
e
l. It m
ean
s th
at em
o
tio
n
a
l in
tellig
en
ce is n
o
t
related to
p
e
rso
n
a
lity facto
r
A
for t
h
e seco
nd
ary scho
o
l
teachers
of art
s
and scie
nce
stream
s.
To sum
up, it can
be said that em
o
tional i
n
telligence is
not
rel
a
ted to
personality factor
A am
ong
se
conda
r
y school teachers.
Tab
l
e 6
.
C
o
rrel
atio
n
b
e
tween
e
m
o
tio
n
a
l
in
tel
lig
en
ce
and
p
e
rso
n
ality
facto
r
‘B:
Less i
n
tellig
en
t vs. Mo
re
in
tellig
en
t
’
fo
r
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
.
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
0.21*
2.
Fe
m
a
le
secondary
school teachers
100
0.25**
3.
Secondary
school t
eachers
of arts st
re
a
m
105
0.19**
*
4.
Secondary
school t
eachers of science
strea
m
95
0.19
*/**/*
** signi
fica
nt at .
05/.
01/.
001 level
Ob
serv
atio
ns of th
e tab
l
e 6
sho
w
s th
at th
e
valu
es
of co
rrel
atio
n
b
e
tween
e
m
o
tio
n
a
l in
tellig
en
ce and
personality factor B for male a
nd fem
a
l
e
stude
nt teachers a
r
e 0.21
and 0.25 respectively.
Former
is
sig
n
i
fican
t
at .0
5
lev
e
l wh
ile th
e la
tter is s
i
g
n
i
fican
t
at .0
1
lev
e
l. It mean
s th
at em
o
t
io
n
a
l in
tellig
en
ce i
s
positively related to pe
rsonali
ty
factor B
among m
a
le and fe
m
a
le
seconda
r
y school teachers.
Valu
es of correlatio
n
b
e
tween
em
o
tio
n
a
l i
n
tellig
en
ce and p
e
rso
n
a
lity facto
r
B
fo
r th
e second
ary
school teachers of arts and science
stream
s
are 0.19 a
nd 0.19 re
spectively
.
Form
er is significant at .001 level
wh
ile th
e latter is n
o
t
sign
ifi
can
t. So
it can
b
e
in
ferred
that e
m
o
tio
n
a
l in
tellig
en
ce is p
o
s
itiv
ely related
t
o
pers
onality factor B am
ong t
h
e secondary
school teache
r
s of a
r
ts strea
m
while for the secondary
school
teachers
of sci
e
nce stream
, e
m
ot
ional intelligence
is
not
rel
a
te
d to
pe
rsona
lity factor B.
Tab
l
e 7
.
C
o
rrel
atio
n
b
e
tween
e
m
o
tio
n
a
l
in
tel
lig
en
ce
and
p
e
rso
n
ality
facto
r
‘C;
affected by feelings
vs.
Emo
tio
na
lly st
a
b
l
e
’for va
rious groups
of sec
o
nda
r
y school
teachers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
0.02
2.
Fe
m
a
le
secondary
school teachers
100
0.29**
3.
Secondary
school t
eachers
of arts st
re
a
m
105
0.09
4.
Secondary
school t
eachers of science
strea
m
95
0.27*
*/** signi
ficant at .
05/.
01level
Ob
serv
atio
ns of th
e tab
l
e 7
sho
w
s th
at th
e
valu
es
of co
rrel
atio
n
b
e
tween
e
m
o
tio
n
a
l in
tellig
en
ce and
personality factor C for m
a
le
and
fem
a
le sec
o
nda
r
y sch
ool
teachers a
r
e 0.02 a
n
d 0.29
re
spectively. Former is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
In
terrel
a
tio
n
s
hip
b
e
tween
Perso
n
a
lity Tra
its
a
n
d
Emo
tion
a
l
In
tellig
en
ce .... (Ra
v
i K
a
n
t
)
16
3
n
o
t
sign
ifican
t
at .0
5
lev
e
l wh
ile th
e latter i
s
sig
n
i
fican
t
at .0
1
lev
e
l.
It mean
s th
at e
m
o
tio
n
a
l in
telligen
ce is
n
o
t
related
t
o
p
e
rson
ality facto
r
C am
o
n
g
male seco
nd
ary sch
o
o
l
teachers
wh
ile for t
h
e fem
a
le sec
o
nd
ary
scho
o
l
teach
e
rs, em
o
tio
n
a
l in
t
e
llig
en
ce is
p
o
sitiv
ely related
to
p
e
rson
ality facto
r
C.
Valu
es of correlatio
n
b
e
tween
em
o
tio
n
a
l i
n
tellig
en
ce and p
e
rso
n
a
lity facto
r
C
fo
r th
e second
ary
school teache
r
s of
arts a
nd
s
c
ience stream
s
are 0.09
a
n
d 0.27 res
p
ectively.
Form
er
is not si
gni
ficant at .05
lev
e
l wh
ile the latter is sig
n
ifican
t at .05
lev
e
l. It m
ean
s th
at th
e em
o
t
io
n
a
l in
tellig
en
ce is no
t related
to
personality factor C
for t
h
e seconda
r
y school teache
r
s
of
arts stream
while
for the sec
o
nda
ry sc
hool t
eachers
o
f
scien
ce
strea
m
e
m
o
tio
n
a
l in
tellig
en
ce is
po
sitiv
ely related
to p
e
rso
n
a
lit
y facto
r
C.
Tab
l
e 8
.
C
o
rrel
atio
n
b
e
tween
e
m
o
tio
n
a
l
in
tel
lig
en
ce
and
p
e
rso
n
ality
facto
r
‘E:
Hum
b
le vs.
Assertive
’f
or
va
ri
o
u
s
gr
o
ups
o
f
seco
n
d
ary
sc
h
ool
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
0.10
2.
Fe
m
a
le
secondary
school teachers
100
-0.09
3.
Secondary
school t
eachers
of arts st
re
a
m
105
0.16
4.
Secondary
school t
eachers of science
strea
m
95
-0.19
Ob
serv
atio
n
o
f
th
e tab
l
e 8
sh
o
w
s th
at th
e valu
es o
f
co
rrelatio
n
b
e
tween
e
m
o
tio
n
a
l in
tellig
en
ce and
personality factor E
for m
a
le
and
fem
a
le sec
o
nda
r
y
school
teachers a
r
e
0.10 a
n
d -0.09 respectively and bot
h
are no
t sig
n
i
fican
t
at .0
5
lev
e
l
.
So
, it can
b
e
in
ferred
th
at em
o
t
io
n
a
l in
tellig
en
ce is no
t related
to
p
e
rson
ality
fact
or
E am
on
g m
a
l
e
and
fe
m
a
l
e
secondary school teac
hers.
Valu
es
o
f
correlatio
n
b
e
tween
em
o
tio
n
a
l in
tellig
en
ce an
d p
e
rso
n
a
lity facto
r
E fo
r th
e seco
nd
ary
school teache
r
s of a
r
ts and s
c
ience stream
s
are 0.16
and -0.19
res
p
ective
l
y and both a
r
e not significa
n
t and
.05
lev
e
l.
It mean
s th
at em
o
tio
n
a
l in
tellig
ence is no
t re
lated
to
p
e
rson
ality facto
r
E fo
r th
e seco
nd
ary sch
ool
teachers
of arts
and scie
nce strea
m
s.
Tab
l
e 9
.
C
o
rrel
atio
n
b
e
tween
e
m
o
tio
n
a
l
in
tel
lig
en
ce
and
p
e
rso
n
ality
facto
r
‘F:
So
ber
v
s
. H
a
p
p
y
-
G
o
-
L
uck
y
’f
or
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
S.N.
Groups
NV
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
-0.03
2.
Fe
m
a
le
secondary
school teachers
100
-0.16
3.
Secondary
school t
eachers
of arts st
re
a
m
105
-0.05
4.
Secondary
school t
eachers of science
strea
m
95
-0.18
Ob
serv
atio
n
o
f
th
e tab
l
e 9
sh
o
w
s th
at th
e valu
es o
f
co
rrelatio
n
b
e
tween
e
m
o
tio
n
a
l in
tellig
en
ce and
p
e
rson
ality facto
r
‘F:
So
ber v
s
. H
a
ppy
-
g
o
-
l
u
cky
’ f
o
r m
a
l
e
and
fem
a
l
e
seconda
ry
sc
ho
ol
t
e
achers
are
-
0
.
0
3 a
n
d
-0.16
res
p
ectively. For t
h
e se
conda
r
y sc
hool teachers
of
a
r
ts a
n
d science
stream
s the values
of correl
a
tions
ar
e -0
.05
an
d -0
.1
8.
Tab
l
e
1
0
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘G:
Ex
pedi
e
n
t
vs.
co
nsci
ent
i
ous
’
for
vari
ous
groups
of se
conda
r
y school teachers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
0.29**
2.
Fe
m
a
le
secondary
school teachers
100
0.41**
*
3.
Secondary
school t
eachers
of arts st
re
a
m
105
0.30**
*
4.
Secondary
school t
eachers of science
strea
m
95
0.42**
*
**/**
* signi
ficant at .
01/.
001level
Ob
serv
atio
n
o
f
th
e tab
l
e
1
0
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
‘G:
Expe
dient vs. Cons
cientious
’ for male and fem
a
le
secondary sc
hool teache
r
s are 0.29
an
d 0.41
resp
ectiv
ely. Form
e
r
is sign
ifican
t at .01
lev
e
l
wh
ile th
e latter is sign
ifican
t at
.001
lev
e
l.
It
mean
s
that em
otional intelligence am
ong m
a
le
and fem
a
le se
conda
r
y school teachers
is
positively related to
p
e
rson
ality
facto
r
G.
Valu
es
of co
rrelatio
n
b
e
t
w
een
em
o
tio
n
a
l intellig
en
ce and p
e
rson
ality facto
r
G
for th
e secon
d
a
ry
school teachers of arts and sc
ience st
ream
s
are 0.30 and
0.42 re
spectively
.
Both are significant
at .001 level.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
I
J
ERE
Vo
l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
58
–
16
8
16
4
It
m
eans that
em
otional intelligence am
ong the seconda
ry school teachers of arts and science stre
am
s is
p
o
s
itiv
ely related
to p
e
rso
n
a
li
ty facto
r
G.
Tab
l
e
1
1
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘H:
S
h
y v
s
.
Vent
ure
s
o
m
e
’ fo
r
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
0.04
2.
Fe
m
a
le
secondary
school teachers
100
0.27**
3.
secondary
school teachers
of arts st
re
a
m
105
0.09
4.
secondary
school teachers of science
strea
m
95
0.21*
*/** signi
ficant at .
05/.
01 level
Ob
serv
atio
n
o
f
th
e tab
l
e
1
1
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
personality factor
H
for m
a
le and fe
m
a
le seconda
r
y school
teacher a
r
e
0.04
a
n
d
0.27 respectiv
ely. Former is
n
o
t
sign
ifican
t
at .0
5
lev
e
l wh
ile th
e latter i
s
sig
n
i
fican
t
at .0
1
lev
e
l.
It mean
s th
at e
m
o
tio
n
a
l in
telligen
ce is
n
o
t
related
to p
e
rso
n
a
lity facto
r
‘H;
Shy
vs. Vent
ures
o
m
e
’ w
h
i
l
e
fo
r
fem
a
l
e
secondary
sch
o
o
l
t
e
achers
,
e
m
o
tio
n
a
l in
tel
lig
en
ce is
po
sitiv
ely related
to p
e
rson
ality facto
r
H.
Valu
es
of co
rrelatio
n
b
e
t
w
een
em
o
tio
n
a
l intellig
en
ce and p
e
rson
ality facto
r
H
for th
e secon
d
a
ry
sch
ool
t
eac
her
of
art
s
a
n
d sc
i
e
nce st
ream
s are
0.
09 a
n
d
0.21
r
e
sp
ectiv
el
y. For
m
er
is no
t sign
if
ican
t
at .05
lev
e
l wh
ile the latter is sig
n
i
fican
t at .0
5 lev
e
l. It m
e
a
n
s th
at em
o
t
i
o
n
a
l in
tellig
ence is n
o
t
relat
e
d
to
personality factor H for seco
nda
ry school teacher
of ar
ts
stream while for the se
c
o
nda
r
y school teacher
of
scien
ce stream
, em
o
tio
n
a
l in
tellig
en
ce is
p
o
sitiv
ely related
to
p
e
rson
ality facto
r
H.
Tab
l
e
1
2
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘I:
To
ugh
-
M
in
d
e
d
vs. Tender-
Mi
nde
d
’for va
rious
groups of s
econda
ry sc
hool teache
r
s
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
-0.04
2.
Fe
m
a
le
secondary
school teachers
100
0.09
3.
secondary
school teachers
of arts st
re
a
m
105
0.03
4.
secondary
school teachers of science
strea
m
95
-0.007
Ob
serv
atio
n
o
f
th
e tab
l
e
1
2
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
‘I:
T
o
ug
h
-
Mi
nde
d vs
. Te
nde
r-Mi
nde
d
’
for m
a
le and fe
m
a
le seconda
r
y school teacher a
r
e
-
0.
04
an
d 0.
0
9
r
e
spect
i
v
el
y
f
o
r
secondary sc
hool teac
hers
.
Tab
l
e
1
3
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘L:
Trustin
g
vs. Su
sp
iciou
s
’f
or
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
-0.02
2.
Fe
m
a
le
secondary
school teachers
100
-0.11
3.
secondary
school teachers
of arts st
re
a
m
105
-0.05
4.
secondary
school teachers of science
strea
m
95
-0.19
Ob
serv
atio
n
o
f
th
e tab
l
e
1
3
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
‘L:
Trust
i
n
g vs.
Su
spi
c
i
o
u
s
’ for m
a
le and fem
a
le seconda
ry school teacher a
r
e -0.
0
2and -
0.11 res
p
ective
l
y. For the
sec
o
nda
r
y sc
hool
teachers
of arts
and scie
nce st
r
eam
s the values of c
o
rrelations a
r
e
-0.05 and -0.19. T
o
conclude
, it can
be said that em
otional intelligen
ce am
ong seconda
ry school teachers is
n
o
t
related
t
o
person
ality facto
r
‘L:
Trustin
g
vs. Su
sp
iciou
s
’
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
In
terrel
a
tio
n
s
hip
b
e
tween
Perso
n
a
lity Tra
its
a
n
d
Emo
tion
a
l
In
tellig
en
ce .... (Ra
v
i K
a
n
t
)
16
5
Tab
l
e
1
4
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘M:
Pra
c
tica
l
vs. Imag
ina
t
ive
’fo
r
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
100
-0.16*
2.
Fe
m
a
le
secondary
school teachers
100
-0.13
3.
secondary
school teachers of
arts st
re
a
m
105
-0.15*
4.
secondary
school teachers of science
strea
m
95
-0.09
*/** signi
ficant at .
05/.
01 level
Ob
serv
atio
n
o
f
th
e tab
l
e
1
4
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
‘M:
Pract
i
c
al
vs. Im
agi
n
a
t
i
v
e
’ for m
a
le and fem
a
le seconda
ry
school teacher are -0.
1
6 and
-0.13
.
Th
e former is sig
n
i
fican
t at .0
5
lev
e
l
wh
ile th
e la
tte
r is n
o
t
sig
n
i
fican
t at .0
5
lev
e
l
.
So
, it can
b
e
in
ferred
that em
otional intelligence am
ong m
a
le
seconda
ry school teacher is ne
gativel
y related to pers
onality factor M
but for the fem
a
le secondary
school teache
r
, e
m
otional
inte
lligence is not significa
n
tly related to pe
rsonality
factor M.
Valu
es
o
f
correlatio
n
b
e
t
w
een
em
o
tio
n
a
l intellig
en
ce am
o
n
g
t
h
e seco
ndary scho
o
l
teach
e
rs
of arts
an
d
scien
ce strea
m
s an
d
p
e
rso
n
a
lity facto
r
M are -0
.1
5
and
-0.09
.
Th
e form
er is
sig
n
i
fican
t
at .0
5
lev
e
l
wh
ile
the latter is
not significa
n
t
at .05 le
vel. It
m
ean
s that em
otional intelligence
am
ong the
sec
o
nda
r
y school
teachers of arts strea
m
is
nega
tively related t
o
persona
lity factor M while for the s
econdary school teacher of
scien
ce stream
;
em
o
tio
n
a
l in
tellig
en
ce is
n
o
t
related
to p
e
rso
n
a
lity factor
M.
Tab
l
e
1
5
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘N:
F
o
rt
hri
g
ht
vs.
S
h
rew
d
’fo
r
vari
ous
groups
f sec
o
nda
ry sc
hool teachers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
205
-0.05
2.
Fe
m
a
le
secondary
school teachers
208
-0.09
3.
secondary
school teachers
of arts st
re
a
m
285
-0.04
4.
secondary
school teachers of science
strea
m
128
-0.06
Ob
serv
atio
n
o
f
th
e tab
l
e
1
5
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
‘N:
Fo
rt
hri
ght
vs.
S
h
rew
d
’ for m
a
le and fem
a
le
secondary
sc
hool teacher a
r
e -0.05 and
-
0.09. For sec
o
nda
ry sc
hool t
eacher of arts
and science
st
rea
m
s the value
s
of correlations are
-0.04 a
nd -0.06
.
It m
ean
s th
at em
o
t
io
n
a
l in
tellig
en
ce am
o
n
g
secon
d
a
ry scho
o
l
teach
e
rs is
n
o
t
related
to
p
e
rson
ality facto
r
‘N:
Fort
h
r
i
g
ht
vs.
Shr
ew
d
’
.
Tab
l
e
1
6
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘O:
P
l
a
c
id
vs
.
Ap
p
r
e
h
en
s
i
ve
’ f
o
r
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
205
-0.21**
2.
Fe
m
a
le
secondary
school teachers
208
-0.39***
3.
secondary
school teachers of
arts st
re
a
m
285
-0.22***
4.
secondary
school teachers of science
strea
m
128
-0.20*
*/**/*
** signi
fica
nt at .
05/.
01/.
001 level
Ob
serv
atio
n
o
f
th
e tab
l
e
1
6
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
‘O:
Placid vs. Apprehe
n
si
ve
’ for m
a
le and fem
a
le
secondar
y school teacher are -0.21 and -
0.
39
. The
fo
rm
er i
s
si
gni
fi
ca
n
t
at
.01 l
e
vel
w
h
i
l
e
t
h
e l
a
t
t
e
r is si
gni
fi
ca
nt
at
.0
01 l
e
vel
.
It
m
eans t
h
at
em
ot
i
o
n
a
l
intelligence a
m
ong m
a
le as
well as fem
a
le seconda
ry s
c
hool teache
r
s
is negatively
related to
pers
onality
factor O.
Values
of correlation betwee
n em
otional intellig
ence am
ong the sec
o
ndary school teacher
of art
s
an
d
scien
ce st
ream
s an
d
p
e
rso
n
ality facto
r
O are -0
.2
2
an
d
-0
.2
0. Th
e form
er is sig
n
i
fican
t at .001
lev
e
l
wh
ile th
e latter is sign
ifican
t at .05
lev
e
l. It
m
ean
s th
at em
o
t
io
n
a
l in
tellig
en
ce am
o
n
g
th
e second
ary
scho
o
l
teachers
of arts and scie
nce strea
m
s is nega
ti
vely related t
o
personality factor
O.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
I
J
ERE
Vo
l. 3
,
N
o
. 3
,
Sep
t
emb
e
r
201
4
:
1
58
–
16
8
16
6
Tab
l
e
1
7
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘Q
1
:
Conser
vative vs.
Experi
me
nt
i
n
g
’f
or
va
ri
o
u
s
gr
ou
ps
o
f
sec
o
nd
ary
sch
o
o
l
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
205
-0.14
2.
Fe
m
a
le
secondary
school teachers
208
0.09
3.
secondary
school teachers
of arts st
re
a
m
285
-0.19
4.
secondary
school teachers of science
strea
m
128
-0.04
* significant at .
0
5
level
Ob
serv
atio
n
o
f
th
e tab
l
e
1
7
sh
ows th
at t
h
e
v
a
lu
es of correlatio
n
b
e
tween em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
‘Q
1
:
Conse
r
vative vs. Experimenting
’
for m
a
le and fe
m
a
le sec
onda
ry school teacher are -
0
.
1
4
an
d 0.09
resp
ectiv
ely. B
o
th
ar
e no
t si
gn
if
ican
t at
.0
5 lev
e
l.
It m
ean
s
th
at th
ere is
no relatio
nsh
i
p
between
e
m
o
tio
n
a
l in
tel
lig
en
ce and
p
e
rso
n
ality facto
r
Q
1
am
ong m
a
le and
fem
a
le s
econda
r
y school teache
r
Valu
es
o
f
co
rrelatio
n
b
e
tween
em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
Q
1
for the
seconda
ry
school teache
r
s of a
r
ts and sc
ience st
ream
s a
r
e -0.19 a
nd
-0.04. Bot
h
are
no
t signi
ficant a
t
.05 level. So,
it ca
n
be inferred t
h
a
t
em
otional intelligence am
ong the sec
o
nda
ry
school teacher of arts a
nd
s
c
ience stream
s
is not
related
to p
e
rso
n
a
lity factor
Q
1.
Tab
l
e
1
8
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘Q
2
:
G
r
ou
p-D
e
p
e
nd
en
t vs.
S
e
lf-
S
u
fficien
t
’
f
o
r
v
a
ri
o
u
s gr
o
ups
of
seco
n
d
ary
s
c
ho
ol
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
205
-0.06
2.
Fe
m
a
le
secondary
school teachers
208
-0.18
3.
secondary
school teacher of arts st
rea
m
285
-0.04
4.
secondary
school teachers of science
strea
m
128
-0.19*
*/** signi
ficant at .
05/.
01 level
Ob
serv
atio
n of th
e tab
l
e 18 sho
w
s th
at the v
a
lu
es of correlatio
n b
e
t
w
een
em
o
tio
n
a
l in
tellig
en
ce
am
ong m
a
le and fem
a
le seconda
r
y school
teachers and pers
onality factor ‘Q
2
:
Gro
u
p
-
D
e
p
en
de
nt
vs. Sel
f
-
S
u
fficien
t
’ a
r
e
-0
.0
6 a
nd
-
0
.
1
8 res
p
ect
i
v
el
y
.
B
o
t
h
a
r
e n
o
t
si
gni
fi
ca
nt
at
.
05 l
e
vel
.
It
m
eans t
h
at
em
ot
i
onal
intelligence among m
a
le and fe
m
a
le
seconda
r
y school teachers
not
re
lated
to pe
rsonality factor
Q
2
.
Valu
es
o
f
co
rrelatio
n
b
e
tween
em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
Q
2
for the
seconda
ry
school teache
r
s of arts a
n
d s
c
ience stream
s are -0.04
and
-0.19. The form
er
is
not signi
ficant at .05 level
wh
ile th
e latter is sign
ifican
t at .05
lev
e
l. It
m
ean
s th
at em
o
t
io
n
a
l in
tellig
en
ce am
o
n
g
th
e second
ary
scho
o
l
teachers of art
s
stream is not
related to personality factor
Q
2
while em
otional intelligence am
ong sec
o
nda
ry
scho
o
l
teach
e
r
o
f
scien
ce
strea
m
is n
e
g
a
tiv
el
y related
to p
e
rso
n
ality facto
r
Q
2
.
Tab
l
e
1
9
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘Q
3
:
Und
i
scip
lin
ed self-Conflict
vs. Con
t
ro
lled
’
f
o
r
va
ri
o
u
s
gr
ou
ps
o
f
sec
o
nd
ary
sch
o
o
l
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
205
0.17
2.
Fe
m
a
le
secondary
school teachers
208
0.29**
*
3.
secondary
school teachers
of arts st
re
a
m
285
0.12
4.
secondary
school teachers of
science
strea
m
128
0.36**
*
*/*** sig
n
ificant a
t
.
05/.
001 level
Ob
serv
atio
n of th
e tab
l
e 19 sho
w
s th
at the v
a
lu
es of correlatio
n b
e
t
w
een
em
o
tio
n
a
l in
tellig
en
ce
am
ong m
a
le and
fem
a
le seconda
ry schoo
l teachers
and
pe
rsonality factor ‘Q
3
:
Un
di
sci
p
l
i
ned sel
f
-
C
onf
l
i
ct
vs.
C
ont
r
o
l
l
e
d
’ are 0.17
and
0
.
29
.
Th
e for
m
er
is no
t sign
if
ican
t at
.05
lev
e
l
wh
ile t
h
e latter is sign
ifican
t
at .001
lev
e
l. It
m
ean
s th
at em
o
tio
n
a
l
in
tellig
en
ce is
po
sitiv
ely related
to p
e
rso
n
a
l
ity facto
r
Q
3
fo
r f
e
m
a
le secon
d
a
r
y
school teache
r
but for m
a
le
seconda
ry school teache
r
s e
m
ot
ional intellig
ence is not related to personalit
y
factor Q
3
.
Valu
es
o
f
co
rrelatio
n
b
e
tween
em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
Q
3
for the
seconda
ry
school teache
r
of arts a
nd sci
e
nce stream
s a
r
e 0.12 an
d 0.36. T
h
e form
er is not signi
ficant at .05 level
while
th
e latter is sign
ifican
t at .00
1
lev
e
l. It m
ean
s th
at em
o
tio
n
a
l in
tellig
en
ce is
n
o
t
related
to person
ality facto
r
Q
3
for the secondary school teacher
of arts strea
m
while
for the secondary school
teachers of science stream
e
m
o
tio
n
a
l in
tel
lig
en
ce is
po
sitiv
ely related
to p
e
rson
ality facto
r
Q
3
.
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I
J
ERE
I
S
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:
225
2-8
8
2
2
In
terrel
a
tio
n
s
hip
b
e
tween
Perso
n
a
lity Tra
its
a
n
d
Emo
tion
a
l
In
tellig
en
ce .... (Ra
v
i K
a
n
t
)
16
7
Tab
l
e
2
0
. Correlatio
n
between
em
o
tio
n
a
l in
t
e
llig
en
ce an
d person
ality facto
r
‘Q
4
:
Relaxe
d vs
. Te
nse
’
for
vari
ous
g
r
ou
ps
o
f
sec
o
n
d
a
r
y
s
c
ho
ol
t
eac
hers
S.N.
Groups
N
Value of correla
t
i
o
n
1
Male se
condary
sc
hool teachers
205
-0.18*
2.
Fe
m
a
le
secondary
school teachers
208
-0.41***
3.
secondary
school teachers of
arts st
re
a
m
285
-0.20**
4.
secondary
school teachers of
science
strea
m
128
-0.41***
*/**/*
** signi
fica
nt at
.
05/0.
1/.
001 level
Ob
serv
atio
n of th
e tab
l
e
20
sh
ows t
h
at th
e
v
a
lu
es
of co
rrelatio
n
s
b
e
tween
em
o
tio
n
a
l in
tellig
en
ce
am
ong m
a
le and
fem
a
le seconda
r
y school
teachers a
n
d personality factor
‘Q
4
:
R
e
l
a
xe
d v
s
. Te
nse
’
ar
e -0
.
1
8
an
d -0
.41
.
Th
e fo
rm
er is sign
ifican
t at
.05 lev
e
l wh
ile
the latter is significan
t at .0
01 lev
e
l.
It m
ean
s th
at
e
m
otional intelligence am
ong
m
a
le and fem
a
le seconda
r
y
school teache
r
s is ne
gatively related to
personality
factor Q
4
Valu
es
o
f
co
rrelatio
n
b
e
tween
em
o
tio
n
a
l in
tellig
en
ce an
d
p
e
rson
ality facto
r
Q
4
for the
seconda
ry
school teachers of arts a
n
d s
c
ience stream
s are -0.20 a
nd
-0.41 respectively. The form
e
r
is significant
at .01
lev
e
l wh
ile th
e latter is sig
n
i
fican
t at .00
1
lev
e
l. It m
ean
s th
at em
o
tio
n
a
l i
n
tellig
en
ce amo
n
g
seco
nd
ary scho
ol
teachers
of arts and scie
nce strea
m
is ne
gatively related to
personality factor Q
4
.
4.
FIN
D
IN
GS &
DIS
C
USSI
O
N
Resu
lts of th
is stud
y rev
ealed
th
at t
h
ere is no
si
g
n
i
fican
t
d
i
fferen
ce i
n
e
m
o
tio
n
a
l in
tellig
en
ce
o
f
seconda
ry school m
a
le and
fe
m
a
le teachers
.
Stream
in
which these
seconda
ry sc
ho
ol t
eachers
we
re t
eaching
h
a
s no
ro
le to
p
l
ay in
emo
tio
n
a
l in
telligen
ce. It m
ean
s th
ere is no
sig
n
i
fican
t
d
i
fferen
ce in
emo
tio
n
a
l
intelligence form
different st
rea
m
’s s
econda
r
y school teachers.
De
tailed
analysis shows that in ca
se of some
p
e
rson
ality
facto
r
s d
i
fferen
t group
s o
f
second
ary scho
o
l
teach
ers were si
g
n
i
fican
tly d
i
fferen
t
bu
t in
case of
som
e
other personality factor gende
r
and strea
m
of secondary school t
eachers does not play
significant
role.
In th
e sam
e
way em
o
tio
n
a
l in
tellig
en
ce and d
i
fferen
t
p
e
rso
n
a
lity fact
o
r
s
o
f
d
i
fferen
t
gro
u
p
s
b
a
sed on
g
e
nd
er
an
d
st
ream
s were po
sitiv
ely related
b
u
t
in
so
m
e
case th
ey
were
n
e
g
a
tiv
ely related
.
In
max
i
m
u
m
cases
th
ese
rel
a
t
i
ons
hi
ps
w
e
re
not
si
gni
fi
cant
.
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