Indian Journal of Health and Wellbeing

S. Choudhary ¹, A. V. S. Madnawat ²

Affiliations
1 Department of Psychology, Singhania University Pacheri Bari, Jhunjhunu, Rajasthan, IN
2 Department of Psychology University of Rajasthan, Jaipur, IN

Abstract

The present study aspired to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Mental Health and Happiness in Government and Private School Teachers. It was hypothesized that Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills will be significant predictors of Mental Health and Happiness in Government and Private School Teachers. A purposive sample of 400 3rd Grade School Teachers 200 from Government Schools and 200 from Private Schools from Rajasthan State was selected. The Predictor Variables were measured by Emotional Intelligence Scale (EIS) (Hyde, Pethe, & Dhar, 2001), NEO-PI (R) (McCrae & Costa, 2003), Presumptive Stressful Life Events Scale (Singh et. al, 1981) and Ways of Coping Questionnaire (WCQ) (Folkman & Lazarus, 1986) whereas the Criterion/Outcome Variables were measured by Mental Health Inventory (MHI) (Singh, & Srivastava, 1983) and Happiness Scale (Argyle and Hills, 2002). The Correlational Research Design along with Regression Model was employed. The Multiple Regression Analysis was computed to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Mental Health and Happiness in Government and Private School Teachers. It was empirically provide that Emotional Intelligence was a significant positive predictor whereas Presumptive Life Stress was a significant negative predictor of Mental Health and Happiness in Government and Private School Teachers. The results are interpreted in the light of existing researches.

Keywords

No keywords

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S. Choudhary ¹, A. V. S. Madnawat ²

Affiliations
1 Department of Psychology Singhania University, Rajasthan, IN
2 Department of Psychology University of Rajasthan, Jaipur, Rajasthan, IN

Abstract

The present study aspired to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. It was hypothesized that Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills will be significant predictors of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. A purposive sample of 400 3rd Grade School Teachers 200 from Government Schools and 200 from Private Schools from Rajasthan State was selected. The Predictor Variables were measured by Emotional Intelligence Scale (EIS) (Hyde, Pethe,&Dhar, 2001), NEO-PI (R) (McCrae&Costa, 2003), Presumptive Stressful Life Events Scale (Singh et al., 1981) and Ways of Coping Questionnaire (WCQ) (Folkman&Lazarus, 1986) whereas the Criterion/Outcome Variables were measured by Mental Health Inventory (MHI) (Singh&Srivastava, 1983). The Correlational Research Design along with Regression Model was employed. The Multiple Regression Analysis was computed to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. It was empirically provide that Emotional Intelligence was a significant positive predictor whereas Presumptive Life Stress was a significant negative predictor of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. The results are interpreted in the light of existing researches.

Keywords

Emotional Intelligence, Personality, Presumptive Life Stress, Perception of Reality, Mental Health

Full Text