Influence of Teacher Characteristics On Emotional Intelligence In Secondary Schools In Ilorin Metropolis, Kwara State, Nigeria
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Date
2019
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Benin Journal of Educational Studies (BJES), University of Benin, Benin City, Nigeria
Abstract
The study investigated the influence of secondary school teacher qualification, experience, gender, marital status and rank on emotional intelligence in selected secondary schools in Ilorin, Kwara State, Nigeria. The research was prompted by the significance of emotional intelligence on teachers’ professional success and its consequent effects on institutional performance. Simple random sampling technique was adopted to select 62 teachers from six secondary schools in Ilorin metropolis. Descriptive research design was used. The ‘Teachers Emotional Intelligence Questionnaire’(TEIQ) was administered on respondents to collect relevant data. Simple percentages and t-test statistical tools were used to test the questions and hypotheses. The study revealed that there were differences in the emotional intelligence of teachers based on academic qualifications, years of work experience, gender, rank and marital status. It also revealed that emotional intelligence of teachers in public schools in Ilorin metropolis is generally high. Based on the findings, it was recommended that younger teachers should be mentored by those with longer years of work experience. Universities should develop online emotional intelligence measurement tools to enable teachers determine areas of strengths and weaknesses and also access training tools, to shore up their emotional intelligence. This is expected to result in improved institutional performance.