Emotional Stability among Trainee Teachers in India: A Study of Seemanchal Districts of Bihar


  • Dr. Prerna Mandhyan Assistant Professor, D. S. College, Katihar, Bihar (India) Author




Teacher training, Emotional stability, Gender, Type of Institutions, Academic streams


Emotional stability is not only one of the effective determinants of the personality patterns, but it also helps to control the growth of adolescent development. Researcher found while reviewing the previous work that emotional stability of teachers determines perceptions of their classroom management, teacher–student relationships, and methodological-didactic setting disruptions. But the question was, is emotional stability matters in rural parts also. Researcher started to think about emotional stability of trainee teacher in backward districts of India. During training, these trainee teachers hardly get proper opportunity to acquire teaching skills as well as skills to deal with the social environment, in which emotional stability plays an important role being a significant trait of personality.  Keeping this in mind, the researcher has conducted a study to explore further about the emotional stability of trainee teachers studying in teacher training institutions in Seemanchal districts of Bihar, with respect to their academic stream, nature of institution, and gender. A standardized tool developed by Singh and Kumar (2009) was used to collect the data on seven major traits of emotional stability, i.e., Self-Esteem, Happiness, Anxiety, Obsessiveness, Independence, Hypochondria and Guilt. The researcher found in the study that nature of institution is not a significant contributor for the development of emotional stability. Gender-wise also, there is no significant difference in the emotional stability. The emotional stability differs significantly among the trainee teachers from different academic backgrounds, i.e., science, social science and humanities.