Assessing the Iq, Eq and Teaching Performance as an Input to Faculty Development Program

Introduction

The field of education is loaded with rhetoric and blather, but most teachers have little time, patience or energy to take on new burdens that are ill-defined and impractical. In many respects, teaching is a game of survival, but those who argue for increased quality are often remote from the concerns and realities of the classroom. Many of their strategies, prescriptions and models fail when the school bell rings the start of day.
Over the decades, quality achievement and performance against standards has become important words for educators looking to improve practice, make their schools more effective learning organizations. The education system has rallied around a unified set of standards, teachers have come to realize that their classrooms are more heterogeneous than ever. The great diversity of students' needs, interests, and learning styles renders one-size-fits-all approaches not only foolish, but outright damaging to student achievement. Thus, calls for differentiation have become nearly as loud as calls for uniform standards. The challenge for mentors today is to realize the dream of raising the levels of achievement for all students while still preserving the unique and precious gifts of each and every individual, that is not to leave the teachers behind. Although modern view of teaching suggests that students become the focal point, the support for teachers should not be overlooked for they are the core implementers of every curricular program. The success of such depends on how they discharge their functions, duties and responsibilities. The strategies that they use play a very crucial role in the attaining higher goals.
Many components come into consideration when we take the role of the teacher closely. The teachers’ performance for a large part is determined by his/her personality. For this, Intelligence-that of IQ and Emotional- EQ are very useful sources of information. An intelligence quotient, or IQ, is a score derived from one of several different standardized tests designed to assess intelligence.
The term "IQ" comes from the German Intelligenz-Quotient. Today almost all IQ tests adhere to the assignment of 15 IQ points to each standard deviation but this has not been the case historically. IQ scores have been shown to be associated with such factors as morbidity and mortality, parental social status, and, to a substantial degree, parental IQ. IQ scores are used in many contexts: as predictors of educational achievement or special needs, by social scientists who study the distribution of IQ scores in populations and the relationships between IQ score and other variables, and as predictors of job performance and income. For its part, EQ which in most literatures is termed EI as Salovey and Mayer's (1992) strived to define within the confines of the standard criteria for a new intelligence has stated that EI is "The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth."
The ability-based model of EI views emotions as useful sources of information that help one to make sense of and navigate the social environment. The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities: (1) Perceiving emotions – the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts—including the ability to identify one's own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible. (2) Using emotions – the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand. (3) Understanding emotions – the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time. (4)Managing emotions – the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals. These two facets of a teacher’s personality are very important to understanding the nature of their performance and provide a way into looking for opportunities to improve their worth in the craft. Their performance means a lot in the realization of the mission and vision of every educational institution.
The instructional strategies teachers use make an impact on student achievement. In a research behind various teaching strategies and their impact in the classroom, Jane Pollock (2001) explicated and concluded that teaching strategies have a real and pervasive effect on student learning. Based on the research, there are strategies that, when used systematically by teachers, develop students' skills of academic literacy and increase their ability to master rigorous and challenging content.
Most meaningful moments in teaching and learning happens during the interaction phase-that is within the bounds of the classroom. When students have multiple choices in ways to demonstrate their knowledge, the evidence of their learning is more accurate. What is desired is that the students actually become the experts through the learning process. However, every teacher is a unique individual as the learners are, they may share or not certain traits, motivations and inclinations. This brings to the fore the need to equip teachers with support necessary for their successful discharge of teaching duties.
The effectiveness of instruction is determined to a large extent by the quality of input into the process (Ornstein, 1998). The quality of instruction can be measured in how well teachers adjust their teaching methodologies to fit the abilities and inclinations of learners. In the educational system, the teacher is the key to the quality of the educative process and the standard of education is measured closely against the competence that they bring into the endeavor. Teaching influences people and the community. The quality of this influence is determined to a great extent by the teacher’s personal and professional competence or capabilities. Competent teachers play a vital role in the facilitation of the student learning. The present research is a humble attempt to document this phenomenon in the aim of contributing significant information that maybe of use for effective design of a faculty development program.