A Study To Highlight How An Educational Instructor’s Empathy Quotient Affects Their Student’s Academic Achievements.

Abstract

Academic results across Indian schools, except for those in Rajasthan and Punjab, have shown a decline since 2017, indicating a widening learning gap due to pandemic disruptions. The National Achievement Survey, 2021, based on exams from 1.18 lakh schools in 720 districts, evaluated students' proficiency in environmental science, language, and math. Except for Punjab and Rajasthan, all states and Union Territories scored below the national average reported in the 2017 survey. Despite some improvements in math scores, the overall performance decreased. Kerala, Punjab, and Rajasthan ranked highest, while Telangana, Arunachal Pradesh, and Chhattisgarh ranked lowest in academic performance. Teachers with high emotional intelligence (EI) can focus on the emotional aspects of learning and teaching exchanges (Mortiboys, 2005), which can directly create a positive atmosphere in the classroom to make the course more interesting and enjoyable (Miri and Pishghadam, 2021). Previous research has found a close relationship between teachers' EI and student learning. This research aims to ascertain the degree to which Palakkad district, Kerala teachers' empathy quotient affects their students' academic achievement. The study looked at how parameters like age, gender, educational attainment, years of teaching experience, and COVID-19 influences affected the determination of teaching efficacy. A computerized survey was used to gather information from Palakkad district, Kerala, India's private and public schools. The study's participants included full-time instructors working in schools of Palakkad district, Kerala. 246 school instructors answered the poll. The data were examined using ANOVA, independent sample t-test, and descriptive statistics along with the multiple regression. Necessary suggestions are made.