EMOTIONAL INTELLIGENCE, SCHOOL CLIMATE AND SELF-EFFICACY AS PREDICTORS OF TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS IN KWARA STATE

Abstract

The purpose of this study was to investigate the impact of emotional intelligence, school climate and self-efficacy on teaching effectiveness of secondary school teachers. Two hundred and fifty secondary school teachers constituted the study’s sample. Both the independent and dependent variables were measured with relevant standardized instruments (Emotional Intelligence scale r= 0.88, school climate scale r = 0.85, self-efficacy scale r=0.94 and teaching effectiveness scale r= 0.90). Two research questions were answered in the study. The results showed that the independent variables both jointly and relatively contributed significantly to the prediction of teaching effectiveness of secondary school teachers. On the strength of these findings, the need to foster emotional intelligence training, enhance teachers’ efficacy and make the school climate friendly was stressed and advocated.

The purpose of this study was to investigate the impact of emotional intelligence, school climate and self-efficacy on teaching effectiveness of secondary school teachers. Two hundred and fifty secondary school teachers constituted the study’s sample. Both the independent and dependent variables were measured with relevant standardized instruments (Emotional Intelligence scale r= 0.88, school climate scale r = 0.85, self-efficacy scale r=0.94 and teaching effectiveness scale r= 0.90). Two research questions were answered in the study. The results showed that the independent variables both jointly and relatively contributed significantly to the prediction of teaching effectiveness of secondary school teachers. On the strength of these findings, the need to foster emotional intelligence training, enhance teachers’ efficacy and make the school climate friendly was stressed and advocated.