Positive emotional impact of teaching in native language among female School teachers of Hyderabad City

Abstract

Emotions play a vital role in communication. Teaching in a native the language has a more positive emotional experience than teaching in non-native language. The present cross -sectional correlational study aimed to investigate the positive emotional impact of teaching in the native language among female school teachers of Hyderabad, city. The hypothesis of the study states teaching in native language would predict a positive emotional impact on teaching. The sample of the study was 100 female school teachers I.e. 50 native language female teachers and 50 non-native language female teachers aged between 25 to 45 years, working in public sector schools in Hyderabad city. Non probability purposive sampling technique was used for data collection. For the measurement of the variables of the study we distributed personal information questionnaires based on demographic variables of the participants of the study I.e. name, age, and teaching experience and for the measurement of teachers’ emotions The Positive and Negative Affect Schedule (PANAS) (Watson, Clark, & Telligent 1988) designed to assess moods distributed among female school teachers. The Cronbach Alpha reliabilities of PANA scales are .89 for PA and .85 for NA. For the analysis of the obtained data mean, SD, and regression analysis was computed with the help of SPSS 22. The result of the study finds significant positive emotional communication related to the teaching in the native language (B=.479, t= 6.789, p=.000) than teaching in a non-native language (B= .276, t= 3.76, p= .001). The results of the present study would have significance in implementing the policy of compulsory teaching in native language.