Hypotheses of the Study : 1. There will not be a significant difference between the mean scores for emotional intelligence of experimental group and control group. 2. There will not be a significant difference between the mean scores for stress level, one of the components of EQ, of the Experimental Group and Control Group. 3. There will not be a significant difference between the mean scores for emotional self-awareness, one of the components of EQ, of the Experimental Group and Control Group. 4. There will not be a significant difference between the mean scores for emotional expression, one of the components of EQ, of the Experimental Group and Control Group. 5. There will not be a significant difference between the mean scores for emotional awareness of others, one of the components of EQ, of the Experimental Group and Control Group. 6. There will not be a significant difference between the mean scores for intentionality, one of the components of EQ, of the Experimental Group and Control Group. 7. There will not be a significant difference between the mean scores for creativity, one of the components of EQ, of the Experimental Group and Control Group. 8. There will not be a significant difference between the mean scores for resilience, one of the components of EQ, of the Experimental Group and Control Group. 9. There will not be a significant difference between the mean scores for interpersonal connections, one of the components of EQ, of the Experimental Group and Control Group.
10. There will not be a significant difference between the mean scores for constructive discontent, one of the components of EQ, of the Experimental Group and Control Group11. There will not be a significant difference between the mean scores for compassion, one of the components of EQ, of the Experimental Group and Control Group.12. There will not be a significant difference between the mean scores for outlook, one of the components of EQ, of the Experimental Group and Control Group.13. There will not be a significant difference between the mean scores for Trust Radius, one of the components of EQ, of the Experimental Group and Control Group.14. There will not be a significant difference between the mean scores for Integrity, one of the components of EQ, of the Experimental Group and Control Group. 15. There will not be a significant difference between the mean scores for general health, one of the components of EQ, of the Experimental Group and Control Group. 16. There will not be a significant difference between the mean scores for quality of life, one of the components of EQ, of the Experimental Group and Control Group. 17. There will not be a significant difference between the mean scores for relationship quotient, one of the components of EQ, of the Experimental Group and Control Group. 18. There will not be a significant difference between the mean scores for optimal performance, one of the components of EQ, of the Experimental Group and Control Group. 19. Enneagram Educational Programme would have no impact on the Student-Teachers in the understanding of their own teaching style.

The sample for the implementation phase consisted of forty student teachers. The investigator has employed the 2-stage random sampling technique. One group of twenty student teachers from one B.Ed. College formed experimental group. And the other group of twenty student teachers from another B.Ed. College formed control group. Both the groups were administered pre-test and post-test on emotional intelligence scale and EQ Map. The experimental group was given an Enneagram Educational Program consisting of 23 sessions, totaling to 34 hours, spread over a span of 3 months. The educational program consisted of input sessions on the theory of Enneagram, group activities, group sharing, attention practices, self-reflections, individual and group exercises and discussion and home assignments. The participants were trained to identify the Enneagram personality types of the people and bring transformation in their own personality, communication and teaching styles.

In the development phase the intervention program was developed. The tools which were used for the study were translated from English to Hindi, to facilitate the interaction of the participants with the intervention program. An interview guide and a reaction scale were constructed by the investigator. For pre-test and post-test emotional intelligence test (Schutte et al. 1998) and EQ Map were used to assess the levels of different components of EQ and EQ as a whole. The EQ Map, taken for this study consists of 17 scales measuring the various components of EQ. These are, Life Events, Emotional Selfawareness, Emotional Expression, Emotional Awareness of Others, Intentionality, Creativity, Resilience, Inter-personal Connections, Constructive Discontent, Compassion, Outlook, Trust Radius, Integrity, General Health, Quality of Life, Relationship Quotient, and Optimal Performance.

The data were analyzed through ANCOVA. Along with quantitative data, some qualitative data were also collected with the help of interview technique, observation, reaction scale and anecdotal records. These data were content analyzed to examine the effectiveness of the intervention program in terms of emotional intelligence components taken for the study. The data through reaction scale were subjected to percentage analysis, which indicated the usefulness and effectiveness of the Enneagram Educational Program in the enhancement of the emotional intelligence of the participants. Also the data were analyzed to get the perception of the student teachers on various teaching styles related to personality types and to find out the common elements of their teachings and interactions in the classroom of a particular Enneagram personality type.

Findings of the Study: i. The developed modules for the Enneagram Educational Program were found to be successful in terms of raising the EQ level of the student teachers. ii. All the student teachers gave highly favorable opinion and reaction and showed a great interest towards the Enneagram Educational Program. iii. A significant difference was found between the mean scores for stress level, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. iv. A significant difference was found between the mean scores for emotional self-awareness, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. v. A significant difference was found between the mean scores for emotional expression, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. vi. A significant difference was found between the mean scores for emotional awareness of others, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. vii. A significant difference was found between the mean scores for intentionality, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. viii. A significant difference was found between the mean scores for creativity, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. ix. A significant difference was found between the mean scores for resilience, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. x. A significant difference was found between the mean scores for interpersonal connection, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xi. A significant difference was found between the mean scores for constructive discontent, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xii. A significant difference was found between the mean scores for compassion, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xiii. A significant difference was found between the mean scores for outlook, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xiv. A significant difference was found between the mean scores for trust radius, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xv. A significant difference was found between the mean scores for integrity, one of the components of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xvi. A significant difference was found between the mean scores for general health, one of the outcomes of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xvii. A significant difference was found between the mean scores for quality of life, one of the outcomes of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xviii. A significant difference was found between the mean scores for relationship quotient, one of the indicators of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xix. No significant difference was found between the mean scores for optimal performance, one of the outcomes of the EQ, of the experimental group and the control group in the pre and post – interventional administration of the scale. xx. Observation and interview of the student teachers revealed that a transformational change has taken place in the participants of the intervention program. The changes included their attitudes towards their students and friends, increase in their positive outlook and resilience, improvements in their relationships and communication style. The participants reported that they were able to apply the Enneagram knowledge to understand their students and their learning patterns and also they were able to understand their teaching styles and integrate them in their teaching.