The present book was designed to find out whether there were any differences in the personality factors, attitudes and emotional intelligence of teachers at secondary level in District Srinagar, J&K. The sample for the investigation consisted of 600 secondary school teachers, out of which 300 were males and 300 were females (150 each in rural and urban dichotomy). The data was collected with the help of R.B Cattell’s 16 Personality Factor Questionnaire, S.P Ahluwalia’s Teacher Attitude Inventory and Shubra Mangal’s Teacher Emotional Intelligence Inventory. This book is believed to help teachers, research scholars, programme planners, policy makers and administrators of the concerned field.

In the book the author, Dr. Pooja Singh, argues that Emotional Intelligence of people was more important than their IQ, in order for them to have productive lives. People who were well adjusted emotionally were more likely to have better leadership skills, mental health and job performance. According to Singh, superior EI (Emotional Intelligence) was twice as necessary as skills and IQ required for completing a job. The skill could be taught in schools to enable the students to turn into stable employees and leaders in the future. The author also listed the methods in which, EI could be integrated into the school curriculum. Far more than we are consciously aware, our daily encounters with parents, spouses, bosses, and even strangers, shape our brains and affect cells throughout our bodies, down to the level of our genes - for good or ill. In Social Intelligence, Dr. Pooja Singh explores an emerging new science with startling implications for our interpersonal world. Its most fundamental discovery: we are designed for sociability, constantly engaged in a 'neural ballet' that connects us brain-to-brain with those around us. This book is explaining many important things of school life like social intelligence, Emotional intelligence, Social climate and emotional climate. There is growing appreciation that school climate - the quality and character of school life' - fosters children's development, learning and achievement. School climate is based on the patterns of people's experiences of school life; it reflects the norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures that comprise school life. The increased attention to school climate reflects both the concern for improving schools and the need for preparing students to address the myriad of challenges they will face in the 21st century. For the Students of BA MA Psychology, Social Science, Humanities, Education, All Students, Professors, Researchers and Post Doc Researchers, this book will help the Learners.

This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com

Emotion is one of the most important aspects of the human personality. This book deals with the role of emotional intelligence in teacher trainees across the globe. It emphasizes how emotional intelligence affects the level of aspiration and self-concept of teacher trainees, and shows that emotional intelligence is an important aspect in understanding the behavior of students. The school teacher should observe the students’ emotions and adopt a specific strategy to manage them for specific learning.

Fred Greenstein is among the top students of the American presidency - his book on Eisenhower, THE HIDDEN-HAND PRESIDENCY, is regarded as a classic. His pioneering work in political psychology has done much to illuminate the nature of power and leadership writ large. Now, as the culmination of a half century of study and firsthand experience, THE PRESIDENTIAL DIFFERENCE rewrites the book on greatness in the presidency. Greenstein looks at both personality and context to consider how well each president 'fit' his times. From FDR to Clinton, he paints a portrait, by turns sweeping and detailed, of the era of the imperial presidency. THE PRESIDENTIAL DIFFERENCE employs a concise set of six categories by which a chief of staff is rated: communication, organisation, natural skill, vision, cognitive style, and the unexpected key to the whole package - emotional intelligence. Not since Richard Neustadt's PRESIDENTIAL POWER has a scholar so clearly defined the keys to success for the world's most powerful office.

This open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have since emerged, it highlights the importance of cultivating resilience at various stages of teachers’ careers. Divided into three sections, the book includes conceptual, empirical and applied chapters, designed to introduce readers to the field of research, provide empirical evidence and showcase innovative applications. The respective chapters illustrate the ways in which teacher resilience can be enhanced in a variety of contexts, and address specific learning activities, case studies, resources and strategies, student feedback and applied outcomes. They also consider future directions including cross-cultural applications and the use of technologies such as augmented reality. The book will appeal to researchers, teacher educators and teachers, as well as those interested in supporting the cultivation and ongoing development of professional resilience for pre-service and practicing teachers.