THE
PROBLEM AND ITS PERSPECTIVES
1: 01 INTRODUCTION
Etymologically
the word ‘Emotion’ is derived from the Latin word ‘Emovere’ which means to stir
up, to excite or to agitate.
According
to Charles E Skinner, An emotionally
matured person is the one who is able to keep a lid on his feelings. He can suffer in silence; he can bide his
time in spite of present discomfort. He is not subject to swings in mood, he is
not volatile. When he does express emotion, he does so with moderation, decency
and in good order.
According
to Walter D.Smitson (1974), “Emotional maturity is a process in
which the personality is continuously striving for greater sense of emotional
health, both intra-physically and intrapersonally.”
According
to Crow and Crow (1974), “An emotion is an affective
experience that accompanies generalizes inner adjustment and mental and
psychologicaly stirred up states in an individual and that shows itself in his
overt behaviour.”
According
to Cole, “The most outstanding make of emotional maturity is the ability
to bear tension. Besides, an emotionally
matured person persists in the capacity for fun and recreation. He enjoys both play and responsible
activities and keeps them in proper balance.”
According
to Fred Mc. Kinney, “The characteristics of an
emotionally matured person are heterosexuality, appreciation of attitude and
behaviour of others, tendency to adopt the attitudes and habits of others and
capacity to delay his own responses”.
R.S. Woodworth defined
emotions, “As a moved or a stirred up state of an individual. It is a stirred up state of feeling that is
the way it appears to the individual himself. It is a disturbed muscular and
glandular activity – that is the way it appears to an external observer.”
1:02 CHARACTERISTICS OF EMOTIONAL MATURITY
a)
The
Ability to learn from Experience
The
ability to face reality and to relate positively to life experiences, derive
from the ability to learn from experience.
Immature people do not learn from experience, whether the experience is
positive or negative. They act as if
there is no relationship between how they act and consequences that occur to
them. They view good or bad experiences
as being caused by luck, or fate. They
do not accept personal responsibility.
b)
Relative
Freedom from Tension Symptoms
Immature
people feel unloved, avoid reality, are pessimistic about life, get angry
easily and attack the people closer to them out of frustration. No wonder they
are constantly anxious. The mature
person’s mature approach marks him with a relaxed confidence in his ability to
get what he wants from life.
c)
The
ability to give and receive love
Emotional
maturity fosters a sense of security which permits vulnerability. A mature person can show his vulnerability by
expressing love and accepting expressions of love from those who love him. An immature person in unduly concerned with
signs of ‘weakness’ and has difficulty showing and accepting love. The egocentricity of immaturity accepts the
love, but fails to recognize the needs of others to receive love. They’ll take it, but they won’t give it.
d)
The
ability subject to displacement
The anger
aroused on account of one stimulus gets transferred to other situations. The anger caused by the rebuking of the
officer to his subordinate may be transferred to beating the children at home.
e)
The
ability to accept frustration
When
things don’t go as anticipated, the immature person stamps his feet, holds his
breath, and bemourns his fate. The
mature person considers using another approach or going in another direction
and moves on with his life.
f)
The
capacity to relate positively to life experiences
A mature
person views life experiences as learning experiences and when they are
positive, he enjoys and revels in life.
When they are negative, he accepts personal responsibility and is
confident he can learn from them to improve his life. When things do not go sight he looks for
ather opportunities to succeed. The
immature person curses the rain while a mature person sells umbrellas.
1:03 CRITERIA OF EMOTIONAL MATURITY
a) The person who is emotionally mature learns
how much control is required to satisfy his own needs and yet conforms to
social expectations only a zombie expresses no emotion.
b) On the
favourable side, emotions provide sources of enjoyment, motivation and bodily
strength and emerge on the unfavourable side; emotions disturb body
homeostasis, efficiency and personality.
c) The
emotionally mature person is able to control socially disapproved expressions
of his emotions or to relieve him of pent up physical and mental energy in a
socially acceptable manner.
d) Emotions
have both favourable and unfavourable effects on the teacher’s personal and
social adjustment.
e) Development
of higher tolerance for disagreeable circumstances.
f) Understanding
and action in tolerance with limitations.
g) Ability to
carry victory and prestige with grace.
h) Freedom
from undesirable fear.
i) Ability to
delay the gratification of impulses.
j) Increasing
satisfaction from socially approved responses.
1:04 CATEGORIES OF EMOTIONS
Harold
Schlosberg speaks of
three basic dimensions of emotions.
a) Pleasantness
– unpleasantness
b) Attention
– Rejection
c) Level of
activation (Sleep - Tension)
Others
add a fourth dimension to the above three – degree of complexity. When these 4
bipolar dimensions are imposed upon the possible emotional states, we get
several categories of emotions.
a) Primary
goal oriented emotions (anger, joy, fear and grief are also called PRIMARY or
basic emotions)
b) Emotions
triggered by sensory stimulation (pain, disgust and delight)
c) Emotions
related to others (love, envy and pity)
d) Appreciative
emotions (wonder and awe)
e) Emotions
pertaining to self- appraisal and related to one’s level of aspiration (Pride,
shame and guilt)
All these
increasingly varied and differentiated patterns of emotional expressions are
gradually evolved in the course of development and learning from the initial
single generalized emotional response of excitement of the new born infant.
1:05
THE NATURE OF EMOTIONS
Feelings
and emotions are strictly subjective, individual, personal, intimate
experiences. Feelings are always present
in conscious liking and denote states of satisfaction or dissatisfaction,
liking or disliking anything. Emotions are more complex than feelings and
involve feelings, impulses to action and adjustment, and bodily changes and
excitement. In order to understand the
educational significance of emotions and their development, it is essential to
lay down criteria for distinguishing between emotional and non-emotional
experiences.
a) Emotion is
stirred-up condition involving disturbance, excitement, conflict or tension in
behaviour. In an emotional situation, some stimulus arouses or stirs emotions
into action.
b) An emotion
is brought into action by the perception of some stimulus. Psychologically it is a complex experience
involving perception and widespread characteristic bodily changes in the action
of muscles, glands and the automatic nervous system.
c) Every
emotional state involves an impulse to action.
There is a drive toward some kind of adjustment, to obtain satisfaction,
to effect destruction or escape or to gratify a desire. The emotion subsides to the extent to which
adjustments are achieved.
1:06
EFFECTS OF EMOTIONS
a.
Emotions provide energy to an individual to face a
particular situation.
b.
Emotions work as motivators of our behaviour.
c.
Emotions influence our adjustment in the society.
d.
High emotional conditions disturb the mental
equilibrium of an individual.
e.
High emotional conditions disturb the reasoning and
thinking of an individual.
1:07
DEVELOPMENT OF EMOTIONAL MATURITY
Emotional
Development is one of the major aspects of human growth and development. Emotions like anger, fear, love etc. play a
great role in the development of child’s personality. Not only his physical growth and development
is linked with his emotional makeup, but his intellectual, social, moral and
aesthetic development are also controlled by his emotional behavior and
experiences. The overall importance of
emotional experiences in the life of a human being makes it quite essential to
know about the emotions.
1.
Emotional development during infancy
Form his
very birth, the infant cries and his bodily movements seem to give evidence of
the presence of emotional element in him.
2.
Emotional development during childhood
In the
infancy, the child is only concerned with his own well being. Therefore, the emotions are generally aroused
by the conditions which are related with his immediate well-being. But as he grows, his world grows large and he
has to respond to a variety of stimuli.
During childhood, peer group relationship and
school atmosphere and other environmental factors influence his emotional
behaviour. His emotions get linked with the new experiences and interest and
his emotional behaviour gets linked with the new stimuli. At the same time he does not react to old
stimuli. For example, he does not show
anger at being dressed or bathed, neither does he show any fear of stranger.
3.
Emotional development during adolescence
The
emotional balance is once again disturbed in adolescence. The individual once again experiences the
violent and intensive current of emotional experiences with regard to emotional
experiences. This is the period of intensive storm and stress. At no stage this emotional energy is as
strong and dangerous as in adolescence.
It is very difficult for a adolescent to exercise control over his
emotions. The sudden functioning of
sexual glands and tremendous increase in physical energy makes him
restless. Moreover, adolescents are not
consistent in their emotions. Emotions
during this stage fluctuate very frequently and quickly. It makes them moody. Sometimes they are very happy and at another time
they are extremely sad and all this happens in a very short time. So there is too much uncertainty in the nature
of their emotional states.
4.
Emotional development in adulthood
Emotional
development reaches its maximum in adulthood. During this stage, generally all
individuals attain emotional maturity.
1:08
FACTORS AFFECTING EMOTIONAL MATURITY
a) Health
and physical Development of an Individual
There is a
positive correlation between health and physical and emotional
development. Children who are physically
weak or who suffer from occasional illness are more emotionally upset. Any abnormal increase or decrease in the
functioning of glands creates obstacles in the proper emotional development.
b) Family
environment and emotional development
A cordial
healthy relationship between the parents is very conducive for the emotional
development of the child. The order of
birth, size of the family, discipline in the family, the parental attitude
towards the child (pampered, overprotected or neglected) are all important
factors in the emotional development of the child.
c) School
Environment
The
attitude of the teachers, school discipline, academic facilities available,
physical facilities, methods of teaching, co-curricular activities, etc,. all play a pivotal role in developing
emotional maturity.
d)
Peer group relationship and emotional
development
The
influence of the classmates and other members of the group affect emotional
maturity.
e)
Intelligence and Emotional Development
H. Meltzer (1937) as quoted by E.B. Hurlock has observed, “There is
less emotional control on an average, among the children of lower intellectual
level, than among children of the same group who are bright. An intelligent person, with his thinking and
reasoning powers, is in a better position to exercise control over his
emotions.”
f) Neighborhood,
community and society’s environmental influence and emotional development
The child
lives in the society and inherits so many traits of his emotional behaviour
from the surrounding.
1:09
INTERRELATION OF PHYSICAL AND EMOTIONAL FACTORS
a) Facial Expressions
Various muscles of the face
including the eye, the lips, the nose and the forehead undergo changes by way
of twisting and taking different poses.
Most of the emotions have their characteristic facial expressions; but
it may not always be easy to judge the emotion from these expressions.
b) Muscular adjustments
Sometimes the entire muscular system of the
body undergoes contraction and adjustments.
The best example of this is perhaps the bodily changes that take place
in the ‘startle reaction’. Startle
response consists of a sudden movement of the head, blinking of eyes, a
characteristic facial expression.
c) Gestures and movements of the hands:
Gestures
may sometimes involve the movement of the whole body.
d) Voice gets affected:
When
excited, the voice becomes loud and high pitched. Under fear, the voice takes a sinking and low
tone.
e) Breathing and heart beat also get affected
under emotions:
Sometimes they may be retarded and
at other times they are accelerated.
1:10
CHARACTERISTICS OF EMOTIONALLY MATURED INDIVIDUAL
An
emotionally matured person will possess the following characteristics.
Ø He is able
to control his emotions; sudden inappropriate, out bursts are rarely found.
Ø Almost all
emotions can be distinctly seen in him and their pattern of expressions can be
easily recognized.
Ø He
expresses his emotions in a socially desirable way.
Ø He is
guided more by his intellect than his emotions
Ø He never
tries to justify himself for his undesirable or improper conduct.
Ø He thinks
about others and is keen to maintain a social relationship.
Ø He
expresses his emotions at the proper time in the proper place.
Ø A person
having emotional maturity shows no sudden shift from one emotion to another.
Ø Emotionally
mature person has a positive self concept and does not indulge in feelings of
self-pity.
1:11
IMPORTANCE OF LEADERSHIP
In every
society, there is a great demand for leaders.
Every society, for its survival, asks for more and better leaders. The
insistence on the demand for leaders is evidently due to pressing needs of the
environment. There needs to be talent
for leading. Everybody cannot lead and
every person cannot effectively handle organized human relationships. Keeping this in view, leadership problem is a
matter that concerns every member of society.
Leaders try to influence the behaviour of others for attainment of some
specified goals and objectives. Leadership behaviour is in demand in
various fields of life situations social, political, cultural, educational,
etc. Leadership is, therefore, a very
important feature of many spheres of human activity. Leadership can have far-reaching effect on
the zeal and activities of the group and can promote or retard activities in
administration, battlefield, industries and in politics.
The
leadership process does not involve a leader alone but also others who come in
contact with him. In leadership role
therefore, psychology of the group and of the follower is the basis of dynamics of leadership. The personality of the leader, the
personality of the follower and the characteristics of situation are an
appropriate starting for understanding the psychology of leadership.
1:12
DEFINITION OF LEADERSHIP
Robert Tannenbaum and his
associates have defined leadership in the following manner, “Leadership is
defined as interpersonal influence, exercised in situation and directed through
the communication process, towards the attainment of a specified goal or goals.
Leadership always involves attempts on the part of a leader to influence or
affect the behaviour of or followers in a given situation”.
Reuter has defined leadership in the
following words, ‘Leadership is an ability to persuade or direct man without
use of prestige or power of formal office or eternal circumstances’.
1:13
LEADERSHIP – HISTORICAL FOCUS
Leadership,
class and hierarchy have gained importance since Victorian era as traits of leadership.
These are the traits which were also considered important in school leadership.
School leadership was moral leadership.
The cultural, patriarchal and hierarchical features of the English
society all assisted the rise of the ‘headmaster’ as school leaders, with the
role a cultural attribute of his class position. He was characterized by moral energy and a
sense of purpose. His secular authority
arose from an explicit connection with class hierarchy. The sacred authority was legitimated since all
hierarchies were ordained by God.
Management was about social control.
School
leadership and social democracy the themes were from the 1940s to the
1970s. This was the time of the near
hegemony of professionalism in social, political and cultural life. The professional expert was an example of
meritocratic success, committed to innovation, a modernizer and consultative in
operation, a team leader. The ’good’
school of the social democratic era was one achieved by the application of
sensitive personnel management, the
introduction of pastoral care systems and a pedagogic regime, which place ‘the
needs of the child (or young person)’ at the centre of the educational or
organizational culture. This headmaster
(Musgrove, 1971) has a different
stereotype.
Leadership,
accountability and the marketplace covers the 1980s and 1990s, a period of
greater state control, decentralization and institutional autonomy. There are traditional academic standards,
enterprise education and the development of the competitive market
culture. There is a new executive
freedom, a new form of management empowerment, allied to the image of managing
director; however the market is unprincipled, it allows no normal priorities in
its patterns of distribution. Chubb and Moe (1900) state approvingly
from the USA:
‘Britain
has already broken with tradition and moved boldly towards a choice-based
system of public education. The whole
world is being swept by a realization that markets have tremendous advantages
over central control and bureaucracy’.
1:14
THEORIES OF LEADERSHIP
In lowa, Ohio State
and Michigan
studies are historically the most important leadership studies of
organizational behaviour. Unfortunately,
they are still heavily depending upon, and leadership research has not surged
ahead from this relatively auspicious beginning. Before analyzing the current status of
leadership research, it is important to look at the theoretical development
that has occurred through the years. At
first, leaders were thought to be born not made. This so called ‘Great person theory of
leadership’. Implied that some
individuals are born with certain traits that allow them emerge out of any
situation or period of history to become leaders. This evolved into what is now known as the
‘Trait theory of leadership’. The trait approach is concerned with identifying
the personality traits of the leader. In
the ‘Group approach’, Leadership is viewed more in terms of the leader’s
behaviour and how such behaviour affects and is affected by the group of
followers.
‘The
situational approach’, was initially called ‘Zeittgest’, a German word which
means the spirit of the time. In this
approach the leader is viewed as a product of time and situation. The person with the particular qualities or
traits that a situation requires will emerge as the leader. The view has much historical support as a
theoretical basis for leadership.
1:14:01
CHARISMATIC LEADERSHIP THEORIES
Charismatic
leadership is a throwback to the old conception of leaders as being those who
‘by the force of their person’s abilities’ are capable of having profound and
extraordinary effects on followers.
Charismatic leaders are characterized by self-confidence and confidence
in subordinates, high expectations for subordinates, ideological vision, and
the use of personal example. Followers
of charismatic leaders identify with the leader and the mission of the leader,
exhibit extreme loyalty to a confidence in the leader, emulate the leader’s
values, behaviour, drive and self-esteem from their relationship with the
leader. The theory predicts that charismatic leaders will produce in follower’s
performance beyond expectations as well as strong commitment to the leader and
his or her mission. Charismatic
leadership traits that foster charismatic attributions include self-confidence,
impression, management skills, social sensitivity, and sympathy. Situations that promote charismatic
leadership include a crisis requiring dramatic change, or followers who are
very dissatisfied with the status quo.
1:14:02
TRANSFORMATIONAL LEADERSHIP THEORY
Identifying
charismatic characteristics of leaders can become very important as
organizations transform traditional ways of being led to meet the challenge of
dramatic change. It is this
transformation process that has led to the transformational theory.
Burns
identified two types of political leadership, transactional and
transformational. The traditional
transactional leadership involves an exchange relationship between leader and
followers, but transformational leadership is based more on leaders shifting
the values, beliefs, and needs of their followers.
1:15
CHARACTERISTIC OF TRANSACTIONAL LEADERS
Ø Contingent reward: Contract
exchange of rewards for effect, promises rewards for good performances, recognize
accomplishments management by exception (active); watchers and searchers for
deviation from rules and standards.
Ø Management by exception (passive):
Intervenes only if standards are not met.
Ø Laissez faire: Abdicates responsibilities and avoids making
decision.
Ø Inspiration: communicates high
expectations, uses symbols to focus effects, and expresses important purpose in
simple ways.
Ø Intellectual stimulation: promotes
intelligence, rationality, and careful problem solving.
Ø Individual consideration: Gives personal
attention, treats each individually, coaches and advices them.
1:16
LEADERSHIP STYLES
The word
‘style’ is very vague. Yet, it is widely
used to describe successful leaders. There are several types of leadership
styles given by many psychologists.
1:16:01
Regan leadership style
Ronald
Regan was an interesting case study for leadership. Commonly referred to as the ‘Teflon
president’ because nothing (no problems or embarrassments) stuck to him, he was
popular with some people and unpopular with others. But all agree on one basic
fact; he had a teachership style that was interesting and in some ways
unique. Close observers have concluded
that some of the basic approaches that exemplified Regan’s style were the
following:
a) He always
put a great deal of emphasis on being able to communicate well.
b) He always
tried to convey an optical message. If
things were not going well, his emphasis would be on how they could be
improved.
c) He
repeated his national goals over and over again, so everyone knew what he wanted.
d) He tried
to compromise on those issues where he realized he would be unable to achieve
all he was seeking.
e) He focused
on the major issues without getting bogged down in the day-to-day decision
making.
f) During
cabinet meetings he encouraged people to speak their minds, if they disagreed
with the majority, they should say so, in this way, Regan was able to get input
on both sides of the issue under discussion.
g)
He believed that the most important thing a
leader could do was surround him with the best possible talent. Then he could delegate authority and let his
people carry out the overall policy that had been agreed upon.
1:16:02
Kretch and Cruthfield Leadership Style
Kretch and
Cruthfield classify leaders into the following two types, based on their style
of functioning.
1:16:02:01
Authoritarian Leaders
The authoritarian leader is an individual
who likes to assert his authority. He
conducts himself as his fancy takes him.
He does not consult any one in taking decisions and leads by creating
fear into the hearts of his followers and subordinates. He does not solicit cooperation but prefers
to issue orders and punishes those who disobey him while those who fall in line
with him are rewarded. He keeps all the
authority in his hand and appoints his trusted men in crucial positions. Such type of leadership makes the members
overtly submissive but secretly aggressive to it. Group members entirely depend on the leader
and lose all initiative. In the absence
of the leader, the group cannot function.
When practiced in the classroom by the teacher or headmaster, such type
of leadership makes the children quite dependent and submissive. In some cases it leads to problem behaviour
and maladjustment in children.
1:16:02:02
Democratic Leaders
These types of leaders are of a democratic
mould in their thoughts, feeling, modes of action and conduct. They are very cooperative and
accommodative. They do not dominate or
dictate but persuade the members to follow them and share the power with other
individuals in the groups. They win the
hearts of their followers and identify themselves completely with the group
they lead. Authority is decentralized
and responsibilities are entrusted to different group members who display
self-confidence and self-responsibility, and work to the best of their
abilities. Even in the absence of the
leader, the group continues to function and regains normalcy very quickly. Such
type of leadership, if practiced in schools will promote self-confidence,
self-responsibility, proper adjustment with others, mutual cooperation etc.,
ensuring conducive atmosphere for the growth and development of harmonious
personality in children.
1:17
LEADERSHIP SKILLS
a)
Cultural flexibility: In international assignments this skills
refers to cultural awareness and sensitivity.
b)
Communication skills:
Effective leaders must be able to communicate, in written from, orally,
and nonverbally.
c)
Traditional management: This activity consists of planning,
decision making, and controlling.
d)
Human resources management: Since human resource are so much a part of
leadership effectiveness, leaders must have human development skills (HRD ) of
developing a learning climate, designing training programs, transmitting
information and experience, assessing results, providing career counseling,
creating organizational change, and adapting learning material.
e)
Creativity:
Problem solving, innovation, and creativity provide the competitive
advantage in today’s global marketplace.
f)
Self- management of learning, This skill refers to
the need for continuous learning of knowledge and skills.
1:18
LEADERSHIP PREFERENCE AND LEADERSHIP BEHAVIOURS AND STYLES
Effective leadership requires the right
behaviours, and attitudes. The Ohio State
University studies
identified two major dimensions of leadership behaviour, initiating structure
and consideration. Initiating structure
is the degree to which the leader organizes and defines relationships in the
group by such activities as assigning tasks and specifying procedures. Consideration is the degree to which the
leader creates an environment of emotional support, warmth, friendliness, and
trust. Both initiating structure and
consideration spring from leadership preference. Leadership style is a
relatively consistent pattern of behaviour that characterizes a leader. The
concept of leadership style is an extension of understanding leadership
behaviours. Autocratic leader retains most of the authority for
themselves. Democratic leaders share
decision making with members of the group.
In a way leadership preference guides and directs the manner of relating
and the style of functioning of a leader.
Hence, the leadership preference of an
individual can be observed and measured by observing and measuring the
personality traits, characteristics, motives, charisma, behaviour pattern,
influence, tactics, capacity for team work, conflict management skills and
interest in self-development.
Based on the above theoretical framework of
the variables, a study has been attempted by the investigator to study the effect
of emotional maturity on the leadership preference among the higher secondary
students.
1:19
STATEMENT OF THE PROBLEM
There is an opinion prevailing upon the
general puplic that the younger generation lacks emotional maturity and nessary
leadership skills to sustain their personal and professional lives in an
effective manner. On the contrary there is also anther opinion that the younger
generation is dynamic and logical in there approach to life there by developing
an effective leadership role with emotional maturity. The researcher wants to
investigate the reality of the situation. Hence the problem selected for the
survey is entitled,
‘A study of emotional maturity and the
leadership preference among the higher secondary school students in Tirunelveli
district.’
1:20
OPERATIONAL DEFINITIONS RESEARCH VARIABLES
1:20:01
Emotional maturity
The emotional development of the individual
is relatively complete, his adaptability is high, his regressive tendencies are
low and his vulnerability is minimal.
In this present investigation, it is
assessed by the scores obtained by the students using Emotional Maturity
questionnaire.
1:20:02
Leadership preference
“Leader is one who succeeds in getting
others to follow him”. In this present study, it is assessed by Leadership
Preference Scale by L.I. Bhushan
1:20:03
Higher secondary students
In the present study, student studying in
standard XI under Tamilnadu Secondary Education and Matriculation Board have
been considered.
1:20:03:01
PERSONAL VARIABLES
GENDER
Gender refers to
the sex of the subjects either male or female
EDUCATIONAL LEVEL OF PARENTS
This
refers to the qualifications of parents. In this research qualification is
classified into illiterate, school and college.
OCCUPATION
OF PARENT
This refers to the employment status of
Parent. In this research occupation include private, government and self
employed.
1:20:03:02
INSTITUTION RELATED VARIABLES
MEDIUM OF INSTRUCTION
This
refers to the employment status of Parent. In this research occupation include
tamil and English.
TYPE OF SCHOOL
This refers to the employment status of
Parent. In this research occupation include government, government aided and
unaided.
1:21
NEED FOR THE STUDY
There are two aspects of a person’s life
namely Leadership role in every facit of life and effective emotional
management. These two factors are very essential in developing life skills of
which soft skills have an integral role to play several studies have been
attempted abroad. But very few studies of a similar nature are attempted in India: Moreover
the environment of our country is different from else where in the world. Hence
the findings of these studies can not be objectively replicated in our country.
As there is a need to have more studies on the subject in Indian environment
especially in Tamilnadu, the investigate or has narrowed down to this problem
for the study.
1:22
SIGNIFICANCE FOR THE STUDY
Like other aspects of development, emotional
development is gradual and innate maturational process. There appears to be individual differences in
such things as susceptibility and responsiveness to emotional situations. Emotional development is linked with other
areas of human development like physical, intellectual and social. Any retardation, undue acceleration or abnormal
deviation in these areas would inevitably influence normal emotional
development resulting in frustration, conflicts and imbalance in behaviour.
Frustration is not only a negative thing, a failure to achieve; it is a
positive increase of emotional tensions affecting the complete individual. Though frustration is specific to a
particular situation, it easily gets generalized into a deeply embedded
defensive expression, affecting all future behaviour even in different
situations; this is the reason for educators emphasizing the development of all
the aspects of the child’s personality, as the desirable goal of educational
effort, not merely intellectual powers. Hence Emotioal Maturity is an important
aspect in one’s life. Throughout history the difference between success and
failure, whether in war, business, a protest movement or a cricket game has
been attributed to leadership. Using the right type of leadership is to achieve
the present goals within the framework of the type of personality. It is essential to study the relations that
exist between leadership preferences. Leadership is developed in an individual
as he interacts with the people and the environment. As an individual develops, he experiences
various situations that provide opportunities for acquiring leadership
behaviour. Higher Secondary Students are at the adolescent stage. At this stage
of their life, most of them try to discover themselves in different aspects of
their personality. Opportunities are
varied and it is at this level that most of them are expected to identify and
develop leadership skills. They are further challenged from different angles to
develop their personality as they are involved in all the activities of the
institution they belong to. Hence Leadership preference is found to be very
significant.
1:23
OBJECTIVES OF THE STUDY
The following objectives have been set in
the present study
- To find out whether there is any significant difference in Emotional maturity of higher secondary school students based on the following
- Gender
- Medium of Instruction
- Type of School
- Educational level of parent
- Occupation of parent
- To find out whether there is any significant difference in Leadership Preference of higher secondary school students based on the following
- Gender
- Medium of Instruction
- Type of School
- Educational level of parent
- Occupation of parent
- To find out whether there is any association between Emotional Maturity of higher secondary school students and the following
- Gender
- Medium of Instruction
- Type of School
- Educational level of parent
- Occupation of parent
- To find out whether there is any association between Emotional Maturity of higher secondary school students and the following
- Gender
- Medium of Instruction
- Type of School
- Educational level of parent
- Occupation of parent
- To find out whether there is correlation between Emotional maturity and Leadership preference of higher secondary school students.
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LIMITATIONS OF THE STUDY
In this study only the following variables are
taken into consideration with respect to Emotional Maturity and Leadership
Preference namely Gender, Medium, Type of schools, Parental Education and
Parental Occupation. There may be many other variables such as Community,
Religion, etc which may have an impact on the research variable under study.
These are not taken into account.
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DELIMITATIONS OF THE STUDY
The delimitations of the study are the
following
1.
The sample is
restricted to 300 students
2.
Students from
XI standard alone are considered for the study.
3.
The study is
limited only to six schools in Tirunelveli District, Tamilnadu.
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CONCLUSION
The first chapter
highlights the introduction to the problem and its statement, the operational
definitions of the terms, need for the study, objectives and limitations of the
study. A review of related literature,
design of the study, analysis and interpretation of the data and summary of the
results are dealt with in the chapters that follow.
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