RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCE, SELF-ESTEEM AND TEACHER COMPETENCY AMONG SECONDARY SCHOOL TEACHERS

The objective of the research study was to find out whether there is any existing relationship between Multiple Intelligence, Self-Esteem and Teacher Competency of Secondary School Teachers of Patna District, Bihar, India. The methodology applied were the survey method with a self-constructed and standardised validated test. The tests utilized were i) The Multiple Intelligence Test a standardised test by Howard Gardner.2) Teacher Effectiveness scale constructed by researcher.3) Self-Esteem Test –A standardised test by M.J. Sorensen. These tests were administered to 500 randomly selected Secondary School Teachers working in schools of Patna, Bihar, India. The data were analysed by employing Mean, Standard Deviation, t-test, Product moment Coefficient of Correlation, ANOVA, Regression, Chi-Square Test and Mann Whitney Test. The findings of the study were:1)There is no significant difference between Male & Female Secondary School Teachers in their Teacher Competency but there is significant difference between Male & Female Teachers in their Multiple Intelligence.2)There Competency as well as Self-Esteem.3) There is a significant positive relationship between Multiple Intelligence and Teacher Competency of Secondary School Teachers.4)There is a significant positive relationship between Multiple Intelligence and Self-esteem of Secondary School Teachers. 5) There is a significant positive relationship between Teacher Competency and Self-esteem of Secondary School Teachers.


Introduction
The concept of "intelligence is a highly discussed topic for all the psychologists". In our day to day life, we define intelligence. But the definition varies from person to person. A teacher has its own definition; a student has its own definition of intelligence. "Monarchic theory defined intelligence as one factor, a store of intellectual knowledge, which is commonly present to all activities of the individual. Multifactor theory considered it to be a combination of a few independent (separate) elements or factors" (Mangal S.K.2002). "Spearman"s Two-factor theory involves a general factor "g" and specific factor "s". The general factor"s" is commonly present in work they accomplish. The positive correlational study between various tests exhibit the fact that some of the features are common in all the tests even they are called as measures of different aspects. So, Thorndike introduced a new term common factor and thoroughly rejected Spearman"s two -factor theory. The term common factor is involved in all the work a human being accomplishes in some amount such as bodily-kinaesthetic, spatial, linguistic & logicalmathematical abilities (Asthana Bipin 1991).
Howard Gardner is an American developmental psychologist at Harvard University. He gave his "theory of multiple intelligence" almost eighty years after the development of first Intelligence Test by psychologist Alfred Binet. His famous book "Frames of Mind": The Multiple Intelligence theory (1983) provides a broad base and multiple frames to intelligence. According to him any individual has multiple domains of knowledge which are mainly of seven types and function independently. They are Existential, Naturalistic, Intrapersonal, Interpersonal, Spatial, Bodily-Kinaesthetic, Musical, Logical-mathematical & Linguistics (Mangal S.K. 2002).
Howard Gardner through his multiple intelligence theory proposed a broad view of human potentials, extending from linguistic and logical-mathematical abilities on the one hand, to interpersonal and intrapersonal abilities on the other. However, as far as the broader and global assessment of intellectual competencies and abilities is concerned there is enough truth in the assertion of Gardner"s theory that knowledge of at least seven types of intelligence is essential for the true assessment of one"s level of intellectual functioning (Mangal S.K.2002) Multiple Intelligence theory was formed based on two main claims that all human beings have at least seven types of intelligence and that no two people, even identical twins, are of the same profile (Gardner H. 2005). Apart from its theoretical underpinnings. Multiple Intelligence theory was welcomed in educational settings with the hope for putting more students on the right track by considering their strengths and weaknesses (Gardner, 1998(Gardner, /2004. "Multiple Intelligence theory essentially encompasses what good teachers have always in their teaching; reaching beyond the text and the blackboard to awaken students" minds (Armstrong 2000pg39)" (Mangal S.K.2002).
Traditional Educational system mainly focuses on and assesses cognitive and associative abilities of learners. The present global human resource development aims at the holistic development of individuals in the light of the demands and different human abilities that to be developed and assessed during the process in any educational system. Teacher assessment should Educationists have long been emphasizing that a standard and single form of education cannot deal with the diversity that nature has placed before us. While we understand and relate to differences in adults, we so often forget to look at them while they are growing up. Multiple Intelligence theory is a theory of education who motivated us to rethink our attitudes towards teaching and learning process in the classroom. Everyone according to him is stronger in one or more types of intelligence and hence is talented differently. So, he proposed a theory that learners have diverse abilities (intelligence), so they interact differently with the diverse world. Evaluating them in a same way is like comparing an actor to a cricket player and saying that former is not a good cricketer and then latter is not a good actor. As teachers we do not look at what our students are good at. Our evaluation patterns systematically help us to find what our students are not good at. Thus, the present theory rejects the theory of one type of intelligence, determining that there are several separate mental abilities in a human being. This theoretical change helps in giving a richer picture about students as well as teacher"s abilities and possible successes. Multiple Intelligence theory thus provides more diverse learning experiences, to learn each topic, and be prepared to succeed in a world marked by increasing diversity. At the same time every teacher may have a preferred way of teaching strength. Using their teaching style (in the form of MI) and strategies teachers should suit the student"s diverse abilities and attitudes. It provides them with interesting styles that can be used with different stimulation and help them to recognize the dominant intelligence of student and can utilize his intelligence to guide their learning by encouraging their strengths.

Need & Scope of the Study
Teaching is a complex professional process. The teaching effectiveness can be increased or decreased by a host of factors which includes teaching environment, quality control, accountability, policies programmes, assessment and institutional leadership (Anderson2004). The role of teachers is very significant in moving students towards their desired educational goals.
Nevertheless, not only teachers but a no. of variables plays an important role in the teachinglearning process. Teachers are sources of knowledge but by no means they are guarantor of success, because numerous variables might play an impact on the way they organize instruction PEOPLE: International Journal of Social Sciences ISSN 2454-5899 (Chason 2005). In this context, teacher"s multiple intelligence have received less attention compared to some other variables, such as emotional intelligence and so forth(Chan2004; Moafian and Ghanizadeh, 2009;Rastegar & Memarpour, 2009). In this changing scenario, the learners need, interests play an important role, so the teachers should be sufficiently competent and efficiently equipped to meet the variety of students" needs (Tschannn Moran & Woolfolk Hoy, 2001). By this they can promote the level of the student"s achievement (Cantrell, Young & Moore, 2003). The factors which greatly affect the teacher effectiveness might be helpful in enhancing and promoting their willingness for (Allinder, 1994) and commitment to teaching (Coladarci, 1992).
The role of teachers nowadays has enormously increased which is not only to instruct and observe the learners but also to evaluate and judge the learners (Yenice N, 2009Gokci, 2000. So empowering teachers, and to make them aware about their strengths and weaknesses in terms of multiple intelligence is of great help.
Thus, Multiple Intelligence theory opens the door to a wide variety of teaching techniques that are new in the teaching-learning situations. It offers teachers an opportunity to develop an innovative teaching for each and every one. It should be in collaboration with students and teachers. This makes assessment system more interactive and unbiased. The strategies used are in a variety, constructive and mutually interactive. The assessment strategy based on Multiple Intelligence provides multiple ways to evaluate students. Multiple Intelligence theory broadens the assessment arena; and provides a wide range in which a learner can exhibit his competence. In a way multiple intelligence provides a thorough evaluation of the strengths and weaknesses of the learner. This way of assessment technique is quite helpful for a teacher in assessing student learning styles which in turn helps the teacher to employ various teaching methods. A conclusion can be drawn is that the teachers should be well-versed in the teaching subject as well as the students learning styles to help them in teaching -learning process. The teaching and learning process becomes more enjoyable and effective experience for the students. Several studies on Multiple Intelligence are in the nascent stage and are evolving gradually. A research study on this topic is a worthwhile endeavour. Knowledge related to multiple intelligence theory is any day a welcome in the arena of Teacher's training as it helps the teachers to develop their strength and overlook the weaknesses. Intellectual abilities and skills in their strength finally help them to adjust the school environment and eventually respect the child's individual difference well and shape and mould them accordingly in the best way. So those, the students can become better citizens of PEOPLE: International Journal of Social Sciences ISSN 2454-5899 tomorrow. Therefore, there is an immense need to make a study in-depth over Multiple Intelligence. The scope of the study lies in the fact that Multiple Intelligence approach is helpful in an educational system that evaluates Intelligence only in terms of Verbal -Linguistic and Logical -Mathematical Intelligence, which is not the right way. Multiple Intelligence instruction caters to all the intelligence and provides a variety in a person"s performance thus paves the way towards success for all of them. Further, unleashing the self-esteem level of individuals and teachers leads to the productivity and betterment of the environment and finally the progress of the nation.

Research Objectives of the Study
The present study is an attempt to investigate the influence of demographic variables

Specific Objectives
1 To find out any significant difference in Multiple Intelligence of Secondary School Teachers with respect to Gender, type of School, ethnicity, qualification, income, and marital status.
2 To find out any significant difference in Self-Esteem of Secondary School Teachers with respect to Gender, place of living, ethnicity, qualification, income and marital status.
3 To find out any significant difference in Teacher Competency of Secondary School Teachers with respect to Gender, place of living, ethnicity, qualification, income and marital status.
4 To find out the relationship between Multiple Intelligence and Self-Esteem of Secondary School teachers. 6 There is no significant relationship between Self-Esteem and Teacher Competency of Secondary School teachers.

Methodology
1 The present study is a survey research.
2 A thorough study of Teacher Competency on identification of skills, abilities and activities related to it were done. For this purpose, various libraries and research tools were referred.
Based on the findings, the Teacher Competency scale was constructed by the researcher followed by a pilot study to determine the reliability and validity of the tool.
3 A standardized test of Self-Esteem by J. Sorensen (2006) was used for the measurement of the

of Male & Female Secondary School Teachers
The   Table 3.

Correlation Analysis
Null Hypothesis -4 H04: There is not any significant relationship amid multiple Intelligence and Self-Esteem of Secondary School Teachers. The analysis of result is in the Table-4.     2) There is no significant difference between Govt. and Pvt. Secondary School Teachers in their Multiple Intelligence but there is significant difference between Govt. and Pvt. Secondary school Teachers in their Teacher Competency as well as Self-esteem.

Findings of the Study
3) There is a significant positive relationship between Multiple Intelligence and Teacher Competency of Secondary School Teachers.
4) There is significant positive relationship between Multiple Intelligence and Self-esteem of Secondary School Teachers.
5) There is a significant positive relationship between Teacher Competency and Self-esteem of Secondary School Teachers.

Conclusion
The present study also concludes that there is a significant positive relationship between acknowledged or respected for their abilities, their multiple intelligence, and their sense of selfesteem is likely to increase which will further strengthen teacher competency. From this study the researcher concluded and identified that multiple intelligence is also one of the significant contributors of the teacher"s competency. Hence training the teachers to use the multiple intelligence in their teaching learning process can be very useful to enhance the student"s learning.

Recommendation
1. Teachers should be aware of their own prominent Multiple Intelligence and must utilize it accordingly in teaching -learning process.
2. It is essential to have full knowledge of multiple intelligence theory before utilizing them into lesson plans.
3. Teachers should give equal importance to different intelligence displayed by the students and never discriminate between them in anyways.
4. School should fully support the initiatives of teachers who utilize multiple intelligence theory in teaching practices. 6. The future studies should be based upon the difficulty in application of Multiple Intelligence.
Studies should be based upon careful observation, video recording, and an in-depth interview of students. It can be an eye-opener to the problems faced by the researcher in the application of Multiple Intelligence teaching.
7. The Multiple Intelligence theory can be applicable to everyone. It can be a remedial method to utilize prominent intelligence of the student to improve learning process.
8. Studies on the use of Co-operative learning in the teaching-learning scenario must be encouraged.