Over the decades, it has been assumed that emotional intelligence plays an important role in getting success in human life. Many researches proved and justified that emotional intelligence has remained a significant relationship to behavioural aspects of teachers as well as prospective teachers. Measurement of EI can best be understood in the light of the pioneering works of the EI model. There are three basic models of emotional intelligence as: the Mayer Model, Bar-On Model and Goleman Model. The relationship between teaching and emotional intelligence and lack of any EI measuring tools for prospective teachers necessitated the development of EI scale. So, the objective of the paper was to develop an EI scale for prospective teachers. Study considered common subscales of Goleman’s, Bar-On’s model and teachers’ quality for generating its EI construct (with 9 sub-scale). Researchers studied definitions of each of the dimensions and created 184 concerned items which were finally reduced to 50 items in final draft. In the first phase, drafts of the scale were administered on 200 prospective teachers and in the final phase 100 prospective teachers of eastern Uttar Pradesh were participated in the study. Content validity (CVR>=0.8), inter-rater reliability (0.788 substantial Fleiss’ kappa reliability) and Construct validity (using CFA where CFI & RMSEA were found 0.957 and 0.048 as acceptable fit) were established. Reliability analysis was done using Cronbach’s alpha (0.926) and split-half reliability (0.843) index. Norms were set as above average EI having score higher than 215.7, below average EI having score lower than 177.05 and average EI having score in between 215.7 and 177.05.

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From generations back it has been the concept in the society that who are possessing education especially higher education must be reflecting socially acceptable norms in their behaviour. “Being educated you should not talk like this”, “Being educated you should not behave like this”, such type of statements from seniors were often noticeable. Educated people were responsible to maintain peace, resolve the conflicts judiciously and reflect patience and tolerance whenever situations arisen. We believe that this has been the basic goal of education in any society across the globe. Essence and rationale of education could logically be extracted by speculating on the need of a community to establish a school of institution of higher learning. Unquestionably, we find that institutions of education have primary purpose to serve is betterment of society. University education should be explained in terms of the process for the betterment of the universe. Nowadays, we are living in social and environmental crises of universal nature affecting several countries and cultures. In general observations we found that uneducated people are less accountable in bringing big disasters. Neither big disasters nor the highly educated criminals are the subjects to be discussed here, whereas we are trying to find out the substance of the education, provided to present generation, especially living in urban setting but not limited to urban only. Urban youngsters are getting priority over rural because of density of institutions of education in the area. Moreover, civic sense of urban and educated people has often been imitated by non-urban population whenever they are visited and having interaction.