Level of Emotional Intelligence of High School Students in Selected Government Schools in Gorkha District

Abstract

Introduction: Emotional intelligence (EI) has emerged as a crucial skill in the teaching and learning process, contributing to emotional maturity and overall well-being (WB).
There is an insufficiency of Nepali literature on this topic, mainly including higher-school students. This
study aims to assess the levels of EI among students and examine the association between EI and demographic variables.
Methodology: The research utilized a cross-sectional, descriptive design to examine high school students' EI
in Gorkha District. Stratified sampling was employed, with 217 participants selected from two distinct strata:
Shree Mahalaxmi Higher Secondary School and Shree Shakti Higher Secondary School. Data was collected
using the Schutte Self-Report Emotional Intelligence Test (SSEIT), which underwent validation and maintained a reliability of 0.90. Ethical guidelines were followed, ensuring confidentiality and informed consent.
Data analysis involved SPSS, descriptive statistics, and Chi-Square tests.
Results: The results indicated a mean age of 16.72 among the participants. Most students exhibited a medium level of EI, indicating room for improvement in their emotional skills. Furthermore, the study demonstrated associations between EI and socio-demographic variables such as age group, family type, and family
income among the participants.
Conclusion: Most students showed medium EI levels, indicating room for emotional growth. Age, family
types, and an income-influenced EI necessitate focused intervention, especially for younger individuals and
those from varied family backgrounds with lower incomes. Implementing educational programs and resources is essential to fostering EI and enhancing students' WB and performance.
Keywords: Emotional Intelligence (EI); Gorkha; High School