Emotional Intelligence And Teachers’ Job Performance In Primary Schools In Calabar South Local Government Area, Cross River State, Nigeria

Abstract

This study investigated the influence of Emotional Intelligence on Teachers’ Job Performance   in Primary Schools in Calabar South Local Government Area of Cross River State. One research question was posed and one hypothesis was formulated to guide the study. Literature related to the variable was reviewed accordingly. Correlation design was adopted for the study. The population of the study comprised 3,359 teachers while the sample of the study was 739.  The instrument used for data collection was constructed by the researcher and titled: “Emotional Intelligence and Job Performance Questionnaire (EIJPQ)”. The reliability of the instrument was determined using Cronbach Alpha reliability method which gave coefficients ranging from .70 to .81. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (simple regression) at .05 level of significance. The result of the analysis revealed that empathy predicted teachers job performance in the area under study. Teachers with high emotional intelligence skills such as; empathy performed maximally well in their jobs. Based on this result, it was concluded that stakeholders in the education sector should organize and encourage primary school teachers to be more empathetic in relating to learners. It was hence recommended that emotional intelligence training programs should be organized for primary school teachers at different times for a more effective job performance.