Suresh, K. (2016). A Study of Classroom Climate and the Influences of Teacher s Intelligence and Emotional Intelligence on Students Mental Health and Academic Achievement. Published. Ph.D., Education. `Tamil University, Thanjavur. .

1. To find out the level of Teacher’s Factor (Intelligence quotient, and Emotional Intelligence), Students’ Factor (Mental Health and  Academic Achievement), Common Factor (Classroom Climate) 2. To find out the significant difference if any in Intelligence Quotient of higher secondary school teachers with regard to the moderator variables such: Gender,  Locality of the School, Subject Taught, Management Type, School Type, and Years of Experience. 3. To find out the significant difference if any in Emotional Intelligence of higher secondary school teachers with regard to the moderator variables such as Gender,  Locality of the School, Subject Taught, Management Type, School Type, and Years of Experience. 4.  To find out the significant difference if any in Mental Health of higher secondary first year students with regard to the moderator variables such as Gender,  Locality of the School, Subject Taught, Management Type, School Type, and Years of Experience. 5. To find out the significant difference if any in Academic Achievement of higher secondary first year students with regard to the moderator variables such as Gender,  Locality of the School, Subject Taught, Management Type, School Type, and Years of Experience. 6.  To find out the validity of hypothesized “T_IES_MACC" model.

1. There is no significant difference in Intelligence  Quotient of higher secondary school teachers with regard to the moderator variables such as Gender,  Locality of the School, Subject Taught, Management Type, School Type, and Years of Experience. 2.  There is no significant difference in Emotional Intelligence of higher secondary school teachers with regard to the moderator variables such as Gender,  Locality of the School, Subject Taught, Management Type, School Type, and Years of Experience.3.  There is no significant difference in Mental Health of higher secondary first year students with regard to the moderator variables such as Gender,  Locality of the School, Subject Taught, Management Type, School Type, and Years of Experience. 4. There is no significant difference in Academic Achievement of higher secondary first year students with regard to the moderator variables such as Gender,  Locality of the School, Subject Taught, Management Type, School Type and Years of Experience. 5. The hypothesized model of “T_IES_MACC" is valid. 

Five Tools were used to collect data against the main variables such as Intelligence, Emotional Intelligence, Mental Health, Classroom Climate and Academic Achievement: Intelligence tool constructed and standardized by Misra and Pal (2012). The criterion related validity was calculated by finding out product moment correlation coefficient between scores on test of general intelligence and scores on Catell’s culture fair test of intelligence scale 3 form A. The value of correlation is 0.68. The reliability of the test by using split-half and test-retest methods are 0.95 and 0.81 respectively. Emotional Intelligence Scale It was constructed and standardized by Srinivasan and Murgesan (2013). The face validity, content validity and concurrent validity were found by the tool constructors. The concurrent validity was found with the Emotional Intelligence Scale by Anukool Hyde (2007) is 0.92 with 0.01 level. The reliability values of emotional intelligence are 0.62 and 0.71 by using Split half method and Cronbach’s alpha method respectively. Mental health battery is used to measure the mental health of higher secondary first year school students and it was constructed and standardized by Singh (Arun Kumar Singh) and Gupta (Alpana Sen Gupta) (2012). The new mental health battery has to limited to 60 questions out of 130 items and the  questions are same without changing the items and their meaning. The investigator has found the reliability of new mental health battery is 0.839 by using KR 20 method with the random sample of 507 higher secondary first year school students. Classroom Climate 3D scale was constructed 3 Dimensions with 72 items and it was developed by the investigator and the research supervisor. The tool has face and content validity. The reliability were found by using KR 20 are 0.79 for Teacher s View (X-Dimension), 0.91 for Student s View (Y-Dimension) and 0.80 for Observer s View (Z-Dimension). For academic achievement, the investigator has collected half yearly marks (scholastic achievement) of higher secondary first year students from the students and they were verified with the mark sheet available in the schools.

Normative Survey method has been used to collect data. Descriptive Analysis, Inferential Analysis and Structural Equation Modeling (SEM) were used for analyzing the data.

The level of Teacher’s factor:  Intelligence quotient  is superior, and Emotional Intelligence is high. Students’ factor: Mental Health is good, and  Academic Achievement is in first class. Common Factor:    Classroom Climate is most conductive.  There is a significant difference in Intelligence Quotient of higher secondary school teachers with regard to gender.  There is no significant difference in Intelligence Quotient of higher secondary school teachers with regard to locality of the school.  There is no significant difference in Intelligence Quotient of higher secondary school teachers with regard to the moderator variables such as, Subject Taught, Management Type, School Type, and Years of Experience.There is no significant difference in Emotional Intelligence of higher secondary school teachers with regard to the moderator variables such as, Gender, and Locality of the school.  There is no significant difference in Emotional Intelligence of higher secondary school teachers with regard to management type.  There is no significant difference in Emotional Intelligence of higher secondary school teachers between the sub-variables of subject taught, such as  Arts and Science, and Science and Vocational.  There is a significant difference in Emotional Intelligence between arts and vocational subject teachers of higher secondary schools. There is a significant difference in Emotional Intelligence of higher secondary school teachers between the sub-variables of school type, such as:   Boys and Girls, and Girls and Co-Education. There is no significant difference in Emotional Intelligence of higher secondary first year students between boys and co-education schools.  There is no significant difference in Emotional Intelligence between 0-5 years and 6-10 years experienced higher secondary school teachers.There is a significant difference in Emotional Intelligence of higher secondary school teachers between the sub-variables of school type, such as:  6-10 years and above 10 years, and 0 -5 years and above 10 years. There is a significant difference in Mental Health of higher secondary first year students with regard to the moderator variables such as, Gender, Locality of the School, and Stream. There is a significant difference in Mental Health of higher secondary first year students between the sub-variables of management type, such as Government and Aided,   Aided and Private, and Government and Private.  There is a significant difference in Mental Health of higher secondary first year  students between sub-variables of school type, such as Boys and Girls, and Girls and Co-Education.  There is no significant difference in Mental Health of higher secondary first year students between boys and co-education school. There is no significant difference in Academic Achievement of higher secondary first year students with regard to gender. There is a significant difference in Academic Achievement of higher secondary first year students with regard to the moderator variables such as,  Locality of the School, and  Stream. There is a significant difference in Academic Achievement of higher secondary first year students between the sub-variables of management type, such as Government and Aided, Aided and Private , and Government and Private. There is a significant difference in Academic Achievement of higher secondary first year students between the sub variables of school type, such as Boys and Girls, and Boys and Co-Education. There is no significant difference in Academic Achievement of higher secondary first year students between girls and co-education schools.  The hypothesized “T_IES_MACC" model is invalid. The hypothesized “_IT_ES_MACC" model is valid. There is a significant influences of one variable on another variable of valid “_IT_ES_MACC" model such as,   Intelligence on Emotional Intelligence,  Emotional Intelligence on Mental Health,  Emotional Intelligence on Academic Achievement, Emotional Intelligence on Classroom Climate, Mental Health on Academic Achievement, and Mental Health on Classroom Climate. There is a amount of standard deviation increases in one variable by increase one unit of another variable of valid “_IT_ES_MACC" model such as, Emotional Intelligence by Intelligence, Mental Health by Emotional Intelligence, Academic Achievement by Emotional Intelligence, Classroom Climate by Emotional Intelligence, Academic Achievement by Mental Health, and  Classroom Climate by Mental Health.  

The study precisely illustrated that the intelligence slightly influencing the emotional intelligence and it influences mental health and academic achievement of the students as well as maintaining good classroom climate but the intelligence could not be removed. It gives a model for good teaching-learning process. This study mostly emphasizes the intelligent teacher has not had related to the emotional intelligence.  The corrected model of the study most fitted for good classroom teaching and learning process. Nonetheless, the model illustrated about a good classroom climate might be maintained by securing the variables of teacher’s intelligence and emotional intelligence, students’ mental health and academic achievement. And thus, this study mostly applicable to produce good classroom climate and it may be followed by the schools for promoting scholastic achievements of the students. 

Keyword(s): Intelligence, Emotional Intelligence, Mental Health, Academic Achiee