International Journal of Disaster Recovery and Business Continuity Vol. 12, No. 1, (2021), pp. 489-499 489 ISSN: 2005-4289 IJDRBC Copyright ⓒ 2020 SERSC Development of Indigence and Reliable Emotional Intelligence Scale for Children (7 to 11 Years) Uzma Shaheen 1 Dr. Nazia Iqbal 2 1,2 International Islamic University Islamabad, Pakistan, Abstract It was descriptive, mixed-method research aimed to determine “development of an indigenous and reliable Emotional Intelligence Scale for Children aged 7- 11 years”. Bar- on model of “social and emotional intelligence” (1997, 2000) was followed for the study. The study population consisted of primary level students ranging from grade I to grade V from different cities of Pakistan. A non- probability sampling technique called purposive sampling was used, and a sample of 694 students (boys= 355, girls= 339) was selected for the study. Principal Factor Analysis with Varimax rotation postulated 64 items with ten distinct factors: flexibility, emotional self-awareness, happiness, self- regard, problem-solving, social relations, impulse control, stress control, empathy, and assertiveness. The emotional intelligence scale for children consisting of 64 items was finalized. The Cronbach's alpha emerged to be .88 for the total 64 items and ranged from .69 to .94 for the subscales. Emotional Intelligence Scale for Children (EISC) is a reliable instrument measuring EI based on 5- point Likert scale (1= never, 2= rarely, 3= sometime, 4= often, 5= always). Further research can be conducted to confirm these ten factors extracted through this study by including various other psychological traits of children's emotional intelligence. The present research will help understand different traits that sample the domain of emotional intelligence of children. It is a valuable tool for policymakers, parents, and teachers in assessing primary school children's emotional intelligence (7- 11 years). Keywords: Emotional Intelligence, Reliable, Primary schools, Indigenous, scale development. INTRODUCTION Emotional intelligence that has its basis in childhood is evolving as an essential factor of success in an individual's life as a whole, not only in an individual's personal life but his academic achievements as well. The sustainable relationships remain higher due to it (Six seconds, EI Network 2007,4). The earlier feelings of empathy, motivation, and self-awareness depend on the child’s first years of life (Uzsalyné Pécsi, 2016). According to the Yale university center for EI, emotions determine one's ability to make decisions, learning, creativity, and health (Yale Centre for Emotional Intelligence, 2013). Educational institutes conclude that EQ is the unavoidable feature for progression in academic and social areas. An overview of research literature supports the notion that emotional intelligence is related to personal and social life performance, which affects an individual's psychological health and being. These results have been reflected enormously among groups and populations such as school principals (Davids, 2016), sports coaches (Lee & Chellandurai, 2016), and business accountants (Galley & Heilmann, 2016). The role of EI has been found in other essential and vast areas such as leadership (Caruso, Fleming, & Spector, 2014; George, 2000),