TO INVESTIGATE THE LEVEL OF EMOTIONAL INTELLIGENCE AND STRESS AMONGST COLLEGE EDUCATORS WITH SPECIAL REFERENCE TO ARTS AND SCIENCE COLLEGES IN COIMBATORE CITY

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M. Geetha and Dr. T. Iyyapaswamy. “To Investigate the Level of Emotional Intelligence and Stress
amongst College Educators with Special Reference to Arts and Science Colleges in Coimbatore City” -
(ICAM 2016)
International Journal of Management (IJM)
TO INVESTIGATE THE LEVEL OF EMOTIONAL INTELLIGENCE AND
STRESS AMONGST COLLEGE EDUCATORS WITH SPECIAL
REFERENCE TO ARTS AND SCIENCE COLLEGES IN COIMBATORE
CITY
M. Geetha
Research scholar
Department of Management, Nehru College of Management
T. M. Palayam, Coimbatore – 641105
Dr. T. Iyyapaswamy
Associate Professor
Annapoorana Engineering College, Salem
ABSTRACT
Emotional Intelligence has been associated with positive outcome process in various
professions. In the field of management, Emotional Intelligence has been a popular topic of
debate in recent years. Plethoras of literatures on the subject are available especially in the
educational sector. Emotional intelligence (EI) is the capacity for understanding one’s own
feelings and the feelings of others, for motivating self, and for managing the emotions of self
effectively to sustain relationships. Rather than being a single characteristic, emotional
intelligence can be thought of as a wide set of competencies that are organized into a few
major clusters.
Job stress is a real phenomenon and it is associated with job satisfaction level of a
worker in any place. In the case of educators handling college students in Coimbatore city is
considered for this study. There are many factors leading the respondents in stressful
situation. Some important factors associated with their stress are over work load, working
condition, role conflict, and role ambiguity, relationship between peers and management,
relationship with family members, lack of experience in understanding and executing
procedures, lack of sense of belonging among the respondents. Other than this, the
respondents find lack of availability and associability in their work nature, lack of objectivity,
multiple roles, lack of space and time. From this point of view we can find that the employees
of this specific sector are facing lot of stress in their respective institutions. All these factors
affect their physical, mental, social circumstances.
The results of the present study may contribute to the better understanding of emotion-
related parameters and stress parameters that affect the work process with the view to
enhance the parameters to enhance better performance at work.
Key words: Emotional intelligence, Stress, Educators, Coimbatore.
INTERNATIONAL JOURNAL OF MANAGEMENT (IJM)
ISSN 0976-6502 (Print)
ISSN 0976-6510 (Online)
Volume 7, Issue 2, February (2016), pp. 608-619
http://www.iaeme.com/ijm/index.asp
Journal Impact Factor (2016): 8.1920 (Calculated by GISI)
www.jifactor.com
IJM
© I A E M E

International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 -
6510(Online), Volume 7, Issue 2, February (2016), pp. 608-619 © IAEME Publication
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(ICAM 2016)
Cite this Article: Dr. T. Iyyapaswamy, M. Geetha. To Investigate the Level of Emotional
Intelligence and Stress amongst College Educators with Special Reference to Arts and Science
Colleges in Coimbatore City. International Journal of Management, 7(2), 2016, pp. 608-619.
http://www.iaeme.com/ijm/index.asp
1. INTRODUCATION TO HRM
Human Resource Management (HRM) is a relatively new approach to manage people in any
organisation. This approach considers people as the key resource. It is concerned with the people
dimension in management of an organisation. The overall aim of modern human resource management
is to ensure that the organisation is able to achieve its objectives through its staff. In order to reach its
objectives an organisation needs not only qualified staff but also effective and efficient systems as well
as access to and effective allocation of financial resources. Institutional development therefore involves
not only putting the right person at the right place at the right time, but also that the organisation
provides a conducive and effective work environment and systems and that the organisation has access
to adequate financial resources. In addition to human resources, the organisation needs systems like
computers and financial management system, transport to reach the client, medicines in a hospital,
books in the school, etc. Top management must reach a harmonious balance between all such resources
and push and pull factors.
2. EMOTIONAL INTELLIGENCE IN HRM
In today's business world, HR professionals and managers need to be emotionally intelligent to deal
with problems, lead by example, take initiative, handle difficult situations and develop good
relationships with clients. Successful human resource professionals know that their job is not just about
hiring: they can help line managers deliver measurable improvements in productivity and win the
hearts and respect of management to contribute to the bottom line. Emotional Intelligence provides
methods to help solve the retention and morale problems, improve the company's creativity, create
synergy from teamwork, improve information flow, drive forward the objectives, and ignite the best
and most inspired performance from the employees. Developing Emotional Intelligence is all about
being self-aware and aware of others. In the past, emotions were often deemed as an unwanted and
unsociable set of characteristics that needed to be controlled as they were associated with weakness and
instability. However, research is emerging that emotions are essential for motivating actions which are
critical for adapting to challenges of survival or well-being, both personally and professionally. An
individual experience many types of emotions in daily lives such as fear, anger, enjoyment, disgust,
interest, surprise, contempt, shame, sadness and guilt. These emotions become much stronger during
times when the values and beliefs are compromised by individuals.
However, in order to function professionally, individuals often have to temporarily manage these
emotions to encourage smooth communication or avoid conflict. But managing these emotions does
not equate to ignoring them, as this can, over time, take its toll and lead to stress, with true personal
feelings leaking through the mask. The consequence of such mismanagement of emotions leads to HR
functions being overwhelmed by petty conflicts in the workplace which spiral out of control. Emotional
Intelligence is one concept which may help to overcome these conflicts. Factors associated with
Emotional Intelligence such as: well-being, sociability, emotionality and self-control could bring in a
positive signs to lead the happy and peaceful life.
Emotional Intelligence is not just a personal quality which a person either possesses or not. It can
be developed and the individuals have the capacity to change both their interpersonal behavior and how
they view themselves and others. Reflecting on what an individual is looking to change and how that
change can be brought about, is important for individuals seeking to develop their Emotional
Intelligence. Emotional Intelligence development serves two broad purposes. An individual is to
recognize and respond to the feelings of oneself and that of students in the classroom. The other is to
encourage the emotional state in the learners that is conducive to learning.
3. STRESS IN HRM
Stress is said to be a physical, mental, or emotional response to events that causes physical or mental
tension. In simple words, stress is an outer force that has a command over inner feelings. Stress is a

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condition or feeling experienced when a person perceives that demands exceed the personal and social
resources the individual is able to mobilize. In our observation, stress is a self-developed pain by
thoughts. When a person expects more than what he actually deserves for his work, or when a person
thinks it is beyond his capability, and still continues to do, he gets a mental illness. This illness could
be stated as stress. There are chances for this stress to break a person, both, internally and externally,
and so, it is wise to adapt the ways to handle it, at the right time.
Stress is the debilitating effects caused by constant pressure both at work and home are modern
phenomenon. However, stress or at least temporary stress is a very necessary part of our life. One
important function of short term stress is to channel our resources to deal with challenging or even life
threatening situations. Stress is a common problem that affects almost all of us at same point in our
lives. Stress is the body’s reaction to a change that requires a physical, mental or emotional adjustment
or response. Stress can come from any situation or thought that makes you feel frustrated, angry,
nervous, or even anxious. Stress is caused by an existing stress – causing factor or stressor. When stress
was first studied in the 1950s, the term was used to denote both the causes and the experienced effects
of these pressures. More recently, however, the word stressor has been used for the stimuli that provoke
a stress response. One recurrent disagreement among researches concerns the definition of stress in
humans. Stress in human results from interactions between persons and their environment that are
perceived as straining or exceeding their adaptive capacities and threatening their well-being. The
element of perception indicates that human stress responses reflect differences in personality, as well as
differences in physical strength or general health.
4. REVIEW OF LITERATURE
 Mondal, Paul and Bandyopadhyay (2012) in their study theyanalyzed the nature and extent of
Emotional Intelligence among secondary level schools teachers of Burdwan district in west
Bengal. The respondents are 300 teachers in urban and rural areas encompassing different
gender, age, teaching experience, qualification and training were taken for the study. The
results revealed that few demographic factors positively impacted on the level of teacher’s
Emotional Intelligence while some were not significant.
 Akomolafe (2011) made an attempt to study the interactive and relative effect of Emotional
Intelligence and locus of control on burnout among the secondary school teachers and has
suggested that secondary school teachers should be managed by capable and qualified
counselors for the desired results to be achieved.
 Krishnamurthy and Varalakshmi (2011) conducted a study to know the emotional intelligence
of employees working in educational institution. A sample size of 200 teaching and non-
teaching staff was taken for study on the basis of demographic factors. Questionnaires were
designed in five segments consists of personal information, adaptability, assertiveness,
emotional management, self-esteem and relationship of respondents. The result revealed that
the improvement in emotional intelligence would increase the motivation and effectiveness of
the employee.
 Research study by Lynda Jiwen Song, et al., (2010) narrates the debate about whether
Emotional Intelligence has incremental validity over and above traditional intelligence
dimensions. Emotional Intelligence and general mental abilities (GMA) differ in predicting
academic performance and the quality of social interactions among college students. Using
two college student samples, it is found that support for the notion that EI and GMA each
have a unique power to predict academic performance, and that GMA is the stronger
predictor. However, the results also show that Emotional Intelligence, but not GMA, is related
to the quality of social interactions with peers.
 Sunil and Rooprai (2009) offered a business perspective by studying the relationship between
emotional intelligence, workplace stress, and anxiety. They surveyed 120 randomly selected
students, ages 21-26, all enrolled in universities in India for their Masters of Business
Administration. Males were over represented in this study most likely due to the population of
students enrolled in MBA programs. Sunil and Rooprai sought to understand the role
emotional intelligence plays in moderating work stress and anxiety. They reported significant

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relationships among all three variables. Not surprisingly, stress and anxiety were positively
correlated at .710, indicating that more stressed individuals also experience higher levels of
anxiety. In addition, a negative and significant correlation (-.667) was established between
anxiety and emotional intelligence. Higher levels of anxiety were associated with lower levels
of emotional intelligence. A significant negative correlation was also found for emotional
intelligence and workplace stress (r = -0.547). This would predict lower stress levels for
individuals with higher reported emotional intelligence.
 Kaufhold and Johnson (2005) indicated that teachers improving their emotional intelligence
emphasized on the values of individual differences and promote the cooperative learning so as
to solve problems and guide the students to promote social competence.
 Pau, Croucher, Sohanpal, Muirhead and Seymour (2004) completed a qualitative follow-up
study to identify how dental students with high and low emotional intelligence differed in
dealing with stress. The researchers found that students with ratings in the high emotional
intelligence group were more apt to utilize reflection and appraisal, social and intrapersonal,
and organization and time-management skills. Students with ratings in the low emotional
intelligence group were more apt to rely on unhealthy behaviors such as procrastination, social
withdrawal, or use of tobacco products. Again, researchers suggest additional research in
focused on improving emotional intelligence in dental students would also increase ability to
cope with stress.
 Stewart, et al., (1999) in his study he revealed that it was difficult to balance personal and
academic experiences to maintain well-being and academic success. Effective stress
management is positively correlated with improved performance.
 Dickie (1995) completed a qualitative study on occupational stress to examine and analyze
stress situations and stress programs for faculty members in one community college in
Ontario. Some issues examined in this study were related to whether educators suffer from
teaching stress, and also what their participation rates were in such programs. Results revealed
that among 11 educators interviewed, only 1 reported extremely stressful conditions and the
remainder of the population reported from low to moderate stress. Although the faculty
members were aware of the stress prevention program and other professional development
opportunities, their participation rate was poor, particularly for those who needed the services
the most. Because this study was strictly qualitative in nature, it did not investigate the
statistical significance between the perception of stress and demographic variables, and
examining only one college further limits the generalizability of the results.
 Grant (1991) surveyed stress factors affecting college educators in Ontario. Results showed
53% (66 out of 125) who returned the questionnaire rated stress level from moderate to quite
stressful. Areas causing the most stress were: student literacy/numeracy skills, indoor air
quality, lack of student motivation and available supplies and resources. The key
recommendation in this study was to enhance both corporate and personal wellness. Since this
study examined only one college, results may not represent other colleges in Ontario. Future
research to examine perceived stress by educators in other college locations is highly
recommended.
5. OBJECTIVES OF THE STUDY
 To investigate the level of emotional intelligence, stress among the college educators with
special reference to Arts and Science colleges in Coimbatore city.
 To study the factors associated with emotional intelligence and stress.
 To analyze the effect of emotional intelligence on stress.
 To suggest measures to minimize the stress of Arts and Science college educators.
 To study the personal profile of male and female faculty at colleges.

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6. RESEARCH METHODOLOGY
Descriptive research was used for this study. The study used primary data and it was collected through
survey method. For collecting the data, questionnaires was used as a main tool. The data have been
collected purely on proportionate stratified sampling and the sample size is 269.The collected data have
been categorized and processed manually and also through computer. The statistical technique used for
the analysis include like Chi-square Analysis (Test of Independence), Method of variance (Anova),
Karl Pearson correlation were employed. Weighted arithmetic mean was used to investigate the level of
emotional intelligence and to know the factors associated with stress among educators in Coimbatore
city.
7. ANALYSIS OF PERSONAL PROFILE
The below table depicts the information about demographic profile of the educators.
Simple Percentage Analysis
Particulars Details Frequency Percentage
Age
Less than 30 years
30-40 years
40-50 years
Above 50 years
120
121
23
5
44.6
45.0
8.6
1.9
Gender
Male
Female
140
129
52.0
48.0
Marital status
Single
Married
92
177
34.2
65.8
Educational
qualification
UG
PG
MPhil
PhD
4
110
105
50
1.5
40.9
39.0
18.6
Designation
Lecturer
Assistant Professor
Associate Professor
Professor
10
221
33
5
3.7
82.2
12.3
1.9
Teaching experience
Less than 5 years
6-10 years
11-15 years
16-20 years
Above 15 years
110
107
27
17
8
40.9
39.8
10.0
6.3
3.0
Locality
Rural
Urban
Semi- rural
68
162
39
25.3
60.2
14.5
Annual income
2-5 lakhs
5-8 lakhs
8-10 lakhs
Above 10 lakhs
223
33
7
6
82.9
12.3
2.6
2.2
Family members
Below 2
2-4
4-6
Above 6
13
140
91
25
4.8
52.0
33.8
9.3

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Interpretation
From above table, it has been inferred that most (45.0%) of the respondents belong to the age group of
30-40 years, on gender (52.0%) of the respondents are male, majority (65.8%) of respondents are
married, in the category of educational qualification (40.9%) of the respondents are having PG, with
the designation criteria (82.2%) of the respondents are under assistant professor carder, with regards to
teaching experience (40.9 %) of respondents are below 5 years of teaching experience, to the most
(60.2%) of the respondents are in urban locality, then the respondents with regards to their annual
income category between 2-5 lakhs are holding (82.9%) and finally in the family members count
(52.0%) of respondents are between 2-4.
8. CROSS TABULATION AND CHI-SQUARE
The Cross tabulation procedure forms two-way and three-way analysis. It provides measures of
association for two-way and three-way tables. Cross tabulation was carried out for the demographic
data of the respondent.
Cross tabulation of Age and Gender
Age (in years)
Gender
TotalMale Female
Less than 30 70 50 120
30-40 56 65 121
40-50 12 11 23
Above 50 2 3 5
Total 140 129 269
Pearson Chi-Square value=3.803a
Sig.=.284
Interpretation
Among the 269 respondents 140 respondents are male of which 70 respondents are on the age group of
less than 30 years, 56 respondents fall between the age group 30-40 years, 12 respondents fall between
the age group of 40-50 years and only 2 respondents fall under the age group of more than 50 years of
age. Among 129 female respondents 50 are falling under the age of less than 30 years, 65 respondents
fall between the age group 30-40 years, 11 respondents fall between the age group 40-50 years and
remaining 3 respondents fall under the age group of more than 50 years of age.
To test whether there is significant association between age and gender of the respondents, chi-
square analysis was carried out. The significance value is 0.284 which indicate the significant level to
be greater than 0.05 and it is inferred that there is no association between the age and gender of the
respondents regarding the emotional intelligence and stress factors.
Cross tabulation of Gender and Designation
Designation
Gender
TotalMale Female
Lecturer 4 6 10
Assistant professor 113 108 221
Associate professor 20 13 33
Professor 3 2 5
Total 140 129 269
Sig.=.626

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Interpretation
Among the 269 respondents 140 respondents are male in which 4 respondents are lecturers, 113
respondents are assistant professors, 20 respondents are associate professors and 3 respondents are
professors. Among the remaining 129 female respondents 6 respondents are lecturers, 108 respondents
are assistant professors, 13 respondents are associate professors and 2 respondents are professors on
their designation.
To test whether there is significant association between gender and designation of the respondents,
chi-square analysis was carried out. The significance value is 0.626 which indicate the significant level
to be greater than 0.05 and it is inferred that there is no association between the gender and designation
of the respondents regarding the emotional intelligence and stress factors.
Cross tabulation of Designation and Annual Income
Designation
Annual income (in lakhs)
Total2-5 5-8 8-10 More than 10
Lecturer 8 1 1 0 10
Assistant professor 199 21 0 1 221
Associate professor 14 10 5 4 33
Professor 2 1 1 1 5
Total 223 33 7 6 269
Sig.=.000
Interpretation
Among the 269 respondents 223 respondents fall under the 2-5 lakhs of annual income in which 8
respondents are lecturers, 199 respondents are assistant professors, 14 respondents are associate
professors and 2 respondents are professors by designation.33 respondents fall under the 5-8 lakhs of
annual income in which 1 respondent is lecturer, 21 respondents are assistant professors, 10
respondents are associate professors and 1 respondent is professor by designation. 7 respondents fall
under the 8-10 lakhs of annual income in which 1 respondent is lecturer, no respondents are assistant
professors, 5 respondents are associate professors and 1 respondent is professor by designation. 6
respondents fall under the more than 10 lakhs of annual income in which no respondent is lecturer, 1
respondent is assistant professors, 4 respondents are associate professors and 1 respondent is professors
by designation.
To test whether there is significant association between the designation and annual income of the
respondents, chi-square analysis was carried out. The significance value is 0.000 which indicate the
significant level to be lesser than 0.05 and it is inferred that there is association between the designation
and annual income of the respondents regarding the emotional intelligence and stress factors.
Cross tabulation on Designation and Teaching experience
Designation
Teaching experience (in years )
TotalLess than 5 6-10 11-15 16-20 More than 20
Lecturer 7 2 1 0 0 10
Assistant professor 101 95 11 12 2 221
Associate professor 1 10 14 4 4 33
Professor 1 0 1 1 2 5
Total 110 107 27 17 8 269
Sig.=.000

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Interpretation
Among 269 respondents 110 respondents are under less than 5 years of teaching experience in which 7
respondents are in lecturer designation, 101 respondents are in assistant professor designation, 1
respondent is in associate professor designation and 1 respondent in professor designation. 107
respondents are under 6-10 years of teaching experience in which 2 respondents are in lecturer
designation, 95 respondents are in assistant professor designation, 10 respondents are in associate
professor designation and no respondent is in professor designation. 27 respondents are under 11-15
years of teaching experience in which 1 respondent is in lecturer designation, 11 respondents are in
assistant professor designation, 14 respondents are in associate professor designation and 1 respondent
in professor designation. 17 respondents are under 16-20 years of teaching experience in which no
respondent is in lecturer designation, 12 respondents are in assistant professor designation, 4
respondents are in associate professor designation and 1 respondent is in professor designation. 8
respondents are between more than 20 years of teaching experience in which no respondent is in
lecturer designation, 2 respondents are in assistant professor designation, 4 respondents are in associate
professor designation and 2 respondents are in professor designation.
To test whether there is significant association between the designations and teaching experience
of the respondents, chi-square analysis was carried out. The significance value is 0.000 which indicate
the significant level to be lesser than 0.05 and it is inferred that there is association between the
designation and teaching experience of the respondents regarding the emotional intelligence and stress
factors.
9. DESCRIPTIVE ANALYSIS
The Descriptive procedure displays univariate summary statistics for several variables in a single table
and calculates standardized values (z scores).
Descriptive Statistics
Variables/
construct
Factor Minimum Maximum Mean
Standard
deviation
Emotional
Intelligence
Well being 2.17 5.00 3.6400 .57249
Self-control 2.25 5.00 3.2979 .56830
Emotionality 2.00 5.00 3.2268 .51752
Sociability 1.50 5.00 3.2082 .77349
Global trait 1.83 5.00 3.1691 .48697
Stress
Student relates stress 1.00 5.00 2.5665 .70621
Institutional related
stress
1.33 5.00 2.5297 .56459
Job relates stress 1.00 5.00 2.5011 .56446
Family relates stress 1.20 5.00 2.4788 .58517
Personal relates stress 1.00 5.00 2.4504 .55634

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Interpretation
Descriptive statistics reveals that for all the factors other than Self-Control, Emotionality, Sociability,
Global trait, Studentrelated stress, Institutional stress, Jobrelated stress, Familyrelated stress,
Personalrelated stress, has the mean value low than 3.5 which indicates low level of Emotional
Intelligence, and stress among the educators. The standard deviation is also low for all the factors,
which indicates low variability in the responses given by the respondents which is positive.
One Way Analysis Of Variance
One Way Analysis of Variance is performed to identify the significant difference in the perception of
respondents of varied demographic profile with regard to the factors considered for the study.
Analysis of Variance of the respondents of varied educational qualification group
Description Sum of Squares df
Mean
Square
F Sig.
WELL-BEING
Between Groups 5.915 3 1.972 6.377 .000
Within Groups 81.922 265 .309
Total 87.837 268
SELF-CONTROL
Between Groups .170 3 .057 .210 .889
Total 71.778 268
EMOTIONALITY
Between Groups 4.680 3 1.560 5.050 .002
Total 86.556 268
SOCIABILITY
Between Groups 3.057 3 1.019 4.463 .004
Total 63.554 268
GLOBAL TRAIT
Between Groups .999 3 .333 .554 .646
Total 160.342 268
PERSONAL RELATED STRESS
Between Groups .644 3 .215 .691 .558
Total 82.950 268
JOB RELATED STRESS
Between Groups .319 3 .106 .331 .803
Total 85.390 268
INSTITUTIONAL RELATED STRESS
Between Groups 1.438 3 .479 1.512 .212
Total 85.429 268

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Description Sum of Squares df
Mean
Square
F Sig.
STUDENT RELATED STRESS
Between Groups 1.340 3 .447 .894 .445
Total 133.659 268
FAMILY RELATED STRESS
Between Groups .720 3 .234 .681 .565
Total 91.769 268
Interpretation
There is no significant difference in self-control factor (F=.210, p>.05), global trait factor (F=.646,
p>.05), personal related factor (F=.691, p>.05), job related stress factor (F=.331, p>.05), institutional
related stress factor (F=1.512, p>.05),student related stress factor (F=.894, p>.05)and the family related
factor (F=.565, p>.05) among the respondents of different educational qualification.
There is significant difference in well-being (F=6.377, p<.05), emotionality factor (F=5.050, p>.05)
and sociability factor (F=4.463, P<.05) among the respondents of different educational qualification.
10. SCOPE OF THE STUDY
The present study has provided many potential paths for the future researchers. Educators are the
backbone for the success of students and also for the success of the educational sector to the greatest
extent. In this study Emotional Intelligence and Stress are the variables of interest. However,
exploration of how Emotional Intelligence and Stress jointly affects the respondents towards their job
is seen. The research focused on both the male and female respondents of Arts and Science Colleges in
Coimbatore. The study has helped the researchers to know the levels of Emotional Intelligence and
Stress in varied aspects as in whole.
11. LIMITATIONS OF THE STUDY
 The results of the study are not generalized to other Universities.
 The sample size of the study is limited to 269 respondents residing in Coimbatore district
only. So the results may not be generalized to other places.
 There is a possibility of personal prejudice with regard to their opinion.
 The attitude of people tend to change time to time so sometime the present result may not give
the correct future picture.
12. FINDINGS OF THE STUDY
The following are the important findings of the study on - to investigate the level of emotional
intelligence and stress amongst college educators with special reference to arts and science colleges in
Coimbatore city.
13. PERCENTAGE ANALYSIS
 45 % of the respondents are in the age group between 30 - 40 years.
 52% of the respondents are male respondents.
 65.8 % of the respondents are married.
 40.9 % of the respondents have PG as their educational qualification.
 82.2 % of the respondents are assistant professors on the designation.
 40.9 % of respondents have less than 5 years of teaching experience.

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 60.2 % of respondents come from the urban location.
 82.9 % of respondents fall under the income level of 2 to 5 lakhs annually.
 52.0 % of respondents has 2-4 members in their family members
13.1. Cross Tabulation Analysis
 Cross tabulation for Age and Gender reveals that among 269 respondents 140 are male of
which 70 are less than 30 years, 56 between 30-40, 12 between 40-50 and 2 above 50 years.
Among 129 female respondents 50 are less than 30 years, 65 between 30-40 years, 11 between
40-50 and 3 above 50 years.
 Cross tabulation for Gender and Designation reveals that among 269 respondents 140 are male
of which 4 are lecturer, 113 are assistant professor, 20 are associate professor and 3 are
professors. Among 129 female respondents 6 are lecturer, 108 are assistant professor, 13 are
associate professor and 2 are professors.
 Cross tabulation for Designation and Annual Income reveals that among 269 respondents 223
respondents are between 2-5 lakhs of annual income level of which 8 respondents are
lecturers, 199 are assistant professors, 14 are associate professors and 2 are professors in
designation. Among 33 respondents having 5-8 lakhs of annual income level of which 1 is
lecturer, 21 are assistant professors, 10 are associate professors and 1 is professor in
designation. Among 7 respondents having 8-10 lakhs of annual income level of which 1 is
lecturer, none are assistant professors, 5 are associate professors and 1 is professor in
designation. Among 6 respondents having more than 10 lakhs of annual income level of which
none are lecturer, 1 is assistant professors, 4 are associate professors and 1 is professor in
designation.
 Cross tabulation for Designation and Teaching Experience reveals that among 269
respondents 110 are in less than 5 years of teaching experience of which 7 are lecturers, 101
are assistant professors, 1 is associate professor and 1 is professor in designation. Among 107
respondents having teaching experience between 6-10 years 2 are as lecturers, 95 are assistant
professors, 10 are associate professor and none are professor in designation. Among 27
respondents having teaching experience between 11-15 years 1 is lecturer, 11 are assistant
professors, 14 are associate professor and 1 is professor in designation. Among 17 respondents
having teaching experience between 16-20 years none are lecturers, 12 are assistant
professors, 4 are associate professor and 1 is professor in designation. Among 8 respondents
having teaching experience of more than 20 years none are as lecturers, 2 are assistant
professors, 4 are associate professor and 2 are professor in designation.
13.2. One Way Analysis Of Variance
 There is no significant difference in self-control factor (F=.210, p>.05), global trait factor
(F=.646, p>.05), personal related factor (F=.691, p>.05), job related stress factor (F=.331,
p>.05), institutional related stress factor (F=1.512, p>.05), student related stress factor
(F=.894, p>.05)and the family related factor (F=.565, p>.05) among the respondents of
different educational qualification.
 There is significant difference in well-being (F=6.377, p<.05), emotionality factor (F=5.050,
p>.05) and sociability factor (F=4.463, P<.05) among the respondents of different educational
qualification.
14. CONCLUSION
Science and technology are advancing day by day in the society. Today society is accepting all these
changes the changes cause different problem in the society. Emotional intelligence is the life blood of
every organization, and is a vital element in human relationships and success at work and in life.
Understanding the feelings and emotions, being able to manage them effectively and in turn
understanding others' emotions and responding to their concerns is what emotional intelligence is all

619
(ICAM 2016)
about. Emotional intelligence can be beneficial in many areas of life; it calls for the acquisition of
certain emotional skills. However, the application of its usefulness has been most frequently
documented in the professional workplace.
The researcher conducted level of stress among the college educators in arts and science colleges
in Coimbatore. The findings of the study shows that based on the level of emotional intelligence and
stress face in these institutions. The stress factor such as personal related, job related, institution
related, student related and family related. The researcher hopes suggestions forward may be
implemented by the institutions to overcome the stress among the college educators.
The outcome of study has also highlighted the fact all the educators both male and female had
equal job satisfaction as well as job stress with emotional intelligence aspects, the gender
discrimination never influence the stress level of educators. Hence, the study concludes that the
relaxation techniques suggested for the Arts and Science College teaching staff members will definitely
help them to overcome their stress.
REFERENCES
[1] Mondal, N.K., Paul, P.K and Bandyopadhyay.A. ,(2012), A study of Emotional
Intelligence level between secondary school teachers: A study in Burdwan District in
West Bengal, International Journal of Social Science Tomorrow, 1(4), 1-6.
[2] Akomolafe et.al, “Emotional Intelligence and Locus of control as predictors of burnout
among secondary school Teachers”, European Journal of Social Sciences- Vol 20 pg 369,
2011.
[3] Krishnamurthy, M&Varalakshmi, S, “Emotional Intelligence- A study with special
reference to the employees of Salalah College of technology.” International Journal of
Research in Commerce and Management, Vol.No.2, Issue 1 pg 27- 34, ISSN 0976-2183,
2011.
[4] Lynda Jiwen Song, Guo-hua Huang, Kelly Z. Peng, Kenneth S. Law, Chi-Sum Wong,
Zhijun Chen ,(2010), The differential effects of general mental ability and emotional
intelligence on academic performance and social interactions,38(1), 137-143.
[5] Kaufhold JA. Johnson LR , Educ, 125(4) 615-626, 2005
[6] Dickie, K. (1995). Stress and the college educator: A qualitative study. Unpublished
M.Ed. thesis. Brock University, St. Catharines.
[7] Grant, G.F. (1991). Stress factors among college educators. Unpublished M.Ed. project
Brock University, St. Catharines. (ERIC Document Reproduction Service No. ED 350
940).
[8] Sunil, K., &Rooprai, K. Y. (2009). Role of emotional intelligence in managing stress and
anxiety at workplace. Proceedings of the American Society of Business and Behavioral
Sciences (ASBBS), Las Vegas, 16(1).
[9] Stewart, S. M., Lam, T. H., Betson, C., Wong, C. M. & Wong, A. M. (1999).A
prospective analysis of stress and academic performance in the first two years of medical
school.Medical Education 33 (4), 243–250.
[10] Pau, A.K.H., Croucher, R., Sohanpal, R., Muirhead, V., & Seymour, K. (2004).Emotional
intelligence and stress coping in dental undergraduates-a qualitative study, British Dental
Journal 197, 205-209.

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TO INVESTIGATE THE LEVEL OF EMOTIONAL INTELLIGENCE AND STRESS AMONGST COLLEGE EDUCATORS WITH SPECIAL REFERENCE TO ARTS AND SCIENCE COLLEGES IN COIMBATORE CITY