Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Sadia Muzaffar Bhutta

Department

Institute for Educational Development, Karachi

Abstract

Adolescence is characterized as the most demanding stage of life due to major physical changes and heightened career-related pressures. Emotional intelligence (EI) is an asset that enables individuals to be attuned to these changes and thrive in the future. While studies on adolescents' EI are underway worldwide, there is a need for evidence on adolescents' EI in Pakistan. This research thus delved into students’ EI levels in public and private secondary schools in two districts of Karachi. These levels were further compared across two school systems, year of study, and gender, providing valuable insights.  
A cross-sectional survey design was employed to gather data from a sample of 715 grade VIII-XII students (349 Females; 366 Males) in Public (n = 13) and private schools (n = 13). EI levels were gauged using The Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue-ASF) consisting of five constructs (well-being, self-control, sociability, emotionality, adaptability and self-motivation). The data were analysed at overall and construct levels utilising descriptive and inferential statistics (independent t-test and Welch ANOVA test) in SPSS.  
Findings revealed that students exhibited medium EI levels, and same was the case in other constructs except for well-being, where students displayed higher levels. Self-control and emotionality appeared to be challenging areas for students. Public school students scored higher than private school students in all constructs (p < 0.001) except for self-control and sociability. Comparing EI by year of study indicated higher-secondary-grade students scored higher than secondary-grade students (p < 0.01). Similarly, higher-secondary-grade students displayed significantly higher self-control than secondary and elementary-grade students. Conversely, well-being of elementary-grade students was significantly higher than that of secondary-grade students. However, gender did not significantly impact students' EI (p > 0.100). Nonetheless, males displayed significantly higher self-control, adaptability, and self-motivation than females. The research proffers recommendations for policymakers and practitioners to prioritise students' EI, specifically in private schools, by integrating socio-emotional learning programs from an early age. Additionally, attention needs to be directed toward supporting females in improving self-control, adaptability and self-motivation.

First Page

1

Last Page

197

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