TEACHERS' EMOTIONAL INTELLIGENCE AND STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN CALABAR MUNICIPALITY AREA OF CROSS RIVER STATE, NIGERIA
MARGARET UCHENNA CHUKWURAH, WONAH, FIDELIS ADUMA AND IWUALA, PATRICIA EBERE C.Available online Jul 4, 2025.
[ Original ] Volume 24, Issue 1, 2025, Pages 53-59
Abstract
This study examined teachers' emotional intelligence and students' academic performance in public secondary schools in Calabar Municipality Area of Cross River State, Nigeria. To achieve the aim of this study, two research questions were raised and two hypotheses were formulated to guide the study. A correlational research design was adopted for the study. The study population comprised one thousand two hundred twenty-eight (1028) teachers from the selected public secondary schools in Cross River State. A total sample of two hundred (200) teachers was randomly selected for the study. The selection was done through a simple random sampling technique. The instrument used for the data collection was a questionnaire entitled: Teachers' Emotional Intelligence and Students' Academic Performance Questionnaire (TEISAPQ) which was developed by the researchers and was validated by experts in the Department of Educational Management, and Measurement and Evaluation in the Department of Educational Foundations in Faculty of Educational foundation studies, University of Calabar, Calabar. Data collected were subjected to statistical analysis, using Simple linear regression analysis (r) of statistical package for social science (SPSS) version 25. The results revealed that teachers' emotional intelligence significantly predicts students' academic performance. It was recommended among others that teachers should develop social intelligence that will enhance students' academic performance.
Keywords
Teachers', Emotional Intelligence, Self-awareness, Self-motivation, Students' Academic Performance, Nigeria.,Download Article without Subscription
