Assessment of Emotional Intelligence and Its Relationship with Students’ Achievement in Mathematics (Published)
In Nigeria, the continuous fall in students’ achievement in mathematics has been a major source of concern to policy makers and stakeholders in the nation’s education sector. A lot of measures taken over the years to reduce this trend have not produced the desired results. Some measures taken targeted solely on teachers’, and infrastructural improvement, without taking into consideration the measures to improve the learners’ characteristics for effective learning. Hence, the focus of this study was on the assessment of emotional intelligence and its relationship with students’ achievement in mathematics in Enugu Education zone, Enugu, Nigeria. The research questions and hypotheses used as guide to the study were three and two respectively.. The study adopted a correlation design. The population of the study comprised 4825 Senior Secondary School two (SS2) students in 25 government secondary schools in Enugu Education zone. The study had a sample of 483 SS2 mathematics students from six senior secondary schools in the study area. Multistage sampling consisting of simple random and stratified sampling techniques were used for selection of the schools and the subjects for the study. Youth version of emotional quotient inventory (EQ-i2.0) and a mathematics achievement test (MAT) were used for data collection. Data were analyzed using multiple linear regressions to answer the research questions, and test null hypotheses at 0.05 level of significance. The results revealed that there was a significant positive correlation between the components of emotional intelligence and students’ achievement in mathematics and the components, singly and jointly, contributed significantly to the variation in students’ achievement in mathematics.
Reading Early Modern Poetry in University Classrooms: Focusing On Students’ Real-Life and Active Learning (Published)
The purpose of this paper is to reconsider reading classical Literature in university classrooms. Literature has been considered unsuitable for teaching and learning English language, due to its syntactic and lexical difficulty and its old and outdated vocabulary not practiced in today’s English. Although many educators have realized that literature could provide the pleasure of learning a new language through interesting stories and poems, one of the main concerns in language learning classrooms is said to be the lack of authenticity of teaching materials, which can put students at a disadvantage when faced with real-world situations. This paper focuses on reading classical early modern poetry which seems to be outdated for the learners, considering how to connect it with the learners’ real-world situations in the classroom.
Influence of Emotional Intelligence and Social Adjustment on Peer Victimization among Secondary School Students in Emohua Local Government Area of Rivers State, Nigeria (Published)
Emotional intelligence and social adjustment are positive psychological constructs which can help to establish positive attitude and warm relationship among people. So students are expected to imbibe these virtuous constructs so as to relate well with one another and to avoid bullying and antisocial behaviours. Therefore, this correlational study investigated the influence of emotional intelligence and social adjustment on peer victimization among secondary school students in Emohua Local Government Area of Rivers State, Nigeria. A sample of 372 students from public secondary schools in the area was composed from a population of 1548 senior secondary school (1&2) students in Emohua Local Government Area of Rivers State, Nigeria using simple random sampling technique and proportionate stratified random sampling technique. The instrument for data collection is Emotional Intelligence, Social Adjustment and Peer Victimization Questionnaire. The instrument validated through the assistance of three experts in Counselling Psychology has reliability coefficients obtained through Cronbach alpha technique in the range of 0.68-0.82. The results of the study show that emotional intelligence had a high negative and significant influence on peer victimization among secondary school students in Emohua Local Government Area of Rivers State; social adjustment had a high negative and significant influence on peer victimization among secondary school students; emotional intelligence and social adjustment had a negative and significant joint influence on peer victimization. Based on the findings, it was recommended that counsellors, teachers, parents/guardians and religious leaders should make spirited effort to inculcate the virtue of emotional intelligence and social adjustment in the students. This they can do by preaching virtuous principles such as conscientiousness, love, selflessness, and consideration for others among young people including the students.
Emotional intelligence is both characteristic of personality and intellectual capacity, which a person inherits from the genetic material of its parents and evolves – develops throughout lifetime. It refers to information processing capacity arising from the emotions and their utility to guide action in situations that require activation of the cognitive system. The purpose of the present research work is the application of Machine Learning and Data Mining methods for the evaluation of emotional IQ in a sample of students and social network consumers (age 18-26 years). Understanding how users behave when they connect to social networking sites creates opportunities for better interface design, richer studies of social interactions, and improved design of content distribution systems. The data were collected by completion of the self-report questionnaire Trait Emotional Intelligence (TEIQue) and used for the application of data mining methods. Then the collected data were selected for analysis, with relevant transformations in order to have a suitable form for the implementation of the respective machine learning algorithms included in the software package R. Furthermore, the parameters of the corresponding set of algorithms were determined depending on the case of application to produce inference rules. Some of the algorithms implemented according to specific research questions that were applied, were the classification algorithms (ID3 and J48) for the production of decision trees, regarding the four more general factors (welfare, self-control, emotionality and sociability) and in overall emotional intelligence. The results obtained, after weighing and criteria basis, present consumers’ rates, which in turn analyze the degree of emotional intelligence.
Emotional Intelligence, Achievement Motivation and Secondary School Students Social Adjustment in Calabar Municipality, Cross River State Nigeria (Published)
Over the years, Nigeria adolescents have been faced with various adjustment challenges. These issues have been judged to be responsible for the maladjustment issues being witnessed. Therefore, this study examines emotional intelligence, achievement motivation and adolescents in Calabar municipality.The study adopted descriptive survey research design. Two hundred and forty adolescents were randomly selected from Calabar municipality and Orlu senatorial Cross River State Four instruments used in the study were: Emotional Intelligence Scale ( = 0.70); Achievement Motivation Scale ( = 0.82); adjustment scale ( = 0.75) two research hypotheses were tested and Pearson product. Moment Correlation (PPMC) statistics was used for data analysis. The result reveals that all the independent variables used in the study significantly influenced adjustment of adolescents as thus; Emotional intelligence, r (238) = 0.928, P<.05. Achievement motivation, r (238) = 0.452. and adjustment, r (238) = 0.850. in this regard, Government should on regular bases organize workshops and seminars on leadership training for individuals particularly; political office holders while incorporating emotional intelligence and political education. This will motivate political office holders to achieve sustainable leadership development.
Emotional Intelligence and Industrial Conflict Resolution Mechanisms in Imo State Public Sector: An Empirical Approach (Published)
The focus of this paper is on Emotional Intelligence and Industrial Conflict Resolution Mechanisms in the Imo State Public Sector. The study used survey approach and covered a population of 305 senior staff of eight selected public sector organizations in Imo State. In determining the sample size, the researchers used purposive sampling technique to select 221 members of staff, however, only 198 copies of the survey tool was accurately filled and returned which yielded 89.59% return rate. The data used was generated from both primary and secondary sources but a five point likert scale survey tool titled Emotional Intelligence and Industrial Conflict Resolution Mechanisms Questionnaire (EI&ICRMQ) was the major instrument for data collection. The statistical tool used for data analysis is the one-way ANOVA test using the 23.0 version of SPSS. The study found that variations in the results obtained showed that emotional intelligence effect on negotiation is more significant as it posted the least output (0.000). This is closely followed by mediation that posted an output of (0.006). The result however showed that in arbitration, emotional intelligence plays little or no role as it posted an output (0.075) that is higher than the level of significance (0.05). The study concluded that emotional intelligence is key to conflict resolution especially when the conflicting parties opt for negotiation as a mechanism. Sequel to the findings and conclusion above, the study recommended that to enhance management-labour relations, conflicting parties should ensure that only representatives with high emotional intelligence quotient are sent when adopting negotiation as a conflict resolution mechanism. Training representatives of conflicting parties to imbibe and exhibit emotional intelligence can enhance the success rate of mediation as a conflict resolution mechanism and that conflicting parties adopting arbitration as a conflict resolution mechanism should focus on gathering needful data for evidence and avoid being emotionally sentimental
Social Networking and Participation as Predictors of Teachers Emotional Intelligence in Public Secondary Schools in Rivers State (Published)
The study investigated social networking and participation as predictors of teachers’ emotional intelligence in public secondary schools in Rivers State. Two objectives, two research questions as well as two hypotheses were postulated to guide the study. The design for the study was correlational design. The population of the study comprised all the 16,743 public secondary school teachers in Rivers State out of which 376 teachers were sampled for the study through multi-stage sampling technique. Two questionnaires which were a 35-tem questionnaire titled “Social Capital Investment Scale” (SCIS) as well as 40-item questionnaire titled Emotional Intelligence Scale” (EIS) were the instruments used for the collection of data for the study. The questionnaires were validated by three experts in the area of Measurement and Evaluation, Department of Psychology, Guidance and Counseling, Faculty of Education, University of Port Harcourt. However, for the reliability, Cronbach Alpha was used to determine the internal consistency of the questionnaires with reliability co-efficients of 0.76 and 0.83 for the sections of the independent variable and 0.96 for the dependent variable. The research questions were answered using Pearson Product Moment Correlation while the hypotheses were tested using z-ratio at 0.05 level of significance. The findings of the study showed that there was a positive relationship between social networking and teacher’s emotional intelligence. Similarly, a positive relationship exists between social participation and teachers’ emotional intelligence in public secondary schools in Rivers State. It was recommended that school administrators should endeavor to organize social activities among teachers, parents and students as often as possible to encourage teachers’ participation and freedom of association should be promoted in order to strengthen social networking in these schools.
The Effect of Emotional Intelligence, Teachers’ Perception of Headmaster’s Interpersonal Communication, and Compensation on Affective Commitments of Teachers at Kindergartens (Published)
The aim of this study is to determine the effect of emotional intelligence, teachers’ perceptions of interpersonal communication of headmaster, and compensation for the affective commitment of teachers at Kindergarten Medan Perjuangan. This study uses Qualitative Research Methods and analysis technique of relationships between variables is a form of path analysis. Population in research are 140 kindergarten teachers in District of Medan Perjuangan, the sample is 103. The results of this study are 1. Emotional Intelligence has a direct positive effect on Compensation in Kindergarten in Medan Perjuangan District 2. Teacher’s Perception of Interpersonal Communication Principals directly influence positive for Compensation at kindergartens Medan Perjuangan District 3. Emotional Intelligence has a positive direct effect on teacher’s affective commitment at Kindergarten, Medan Perjuangan District 4. Teacher’s Perception of Principal Interpersonal Communication has a direct positive effect on affective commitment of teachers in at Kindergartens, Medan Perjuangan District. 5. Compensation has a direct positive effect on teacher’s affective commitment at Kindergartens Medan Perjuangan District.
The Relationship between the Mental Health and the Emotional and Social Intelligence among Talented Students in Ajlun Schools (Published)
This study aimed to unveil the relationship between the mental health and the emotional social intelligence among the talented students from schools at Ajloun city. In order to achieve the objectives of the study, the researcher used the mental health test, which was prepared depending on Maslow theory in addition to the emotional intelligence test, depending on Bar-on theory of emotional intelligence. To ensure the validity and reliability of the study, the sample consisted of 100 talented students who were randomly selected from talented schools. The researcher came up with the findings using up the arithmetic averages, standard deviations, the multi variance analysis and correlation coefficient. The study showed that the talented students have high degrees at the mental health scale, the social intelligence and its dimensions, the emotional intelligence and its dimensions, the results also assured that there was a positive correlation between the degrees at the mental health scale, the social intelligence and its dimensions, and the emotional intelligence and its dimensions. These results were discussed in the light of the theoretical framework and previous studies, the study also concluded some recommendations.
Skills and Emotional Intelligence: Study and Investigation of the International Organization of the OECD (Published)
Emotional Intelligence is directly linked to the professional development of teachers and the existence of positive results in the field of education. The purpose of this paper is to investigate, through qualitative content analysis, whether the skills associated with emotional intelligence are identified in the political texts of international organizations and in particular in that of the OECD. According to the survey results, emotional intelligence skills related to self-awareness, self-regulation, social awareness and interpersonal relationships management are present. For a better understanding of the issue, it would be helpful to explore these skills in other texts of international organizations, with a view to comparing and enriching relevant databases.
Emotional Intelligence and Self-Management Training Programs in Reducing Peer Victimization among Nigerian Adolescents: Interaction Effects of Locus of Control and Gender (Published)
Peer victimization among adolescents especially the school-going adolescents is a growing concern in Nigeria. Initiatives by policy-makers, educationists and school authorities, among others have not yielded the desired results as youth involvement in organized armed crime has been on the increase. This study investigated the effect of self-management and emotional intelligence training programs in reducing peer victimization among Nigerian adolescents. A quasi experimental pretest, post-test, control group research design of 3x2x2 factorial matrix type was used for this study while gender (male and female) and locus of control (internal and external) used as moderating variables. The study participants were one hundred and eighty (180) Senior Secondary 2 students selected from 3 coeducational secondary schools in Remo educational block of Ogun State, Nigeria. One standardized instrument was used in collecting data while analysis of covariance was used to analyze the generated data. Results show that self-management and emotional intelligence training programs were effective in reducing peer victimization but self-management was found to be more effective. The study also revealed that only locus of control of participants combined to interact with the treatment in reducing peer victimization among the participants. Results showed that participants with internal locos of control benefit more from self-management and emotional intelligence training. It was concluded that participants’ peer relationship skills improved significantly as a result of the treatment. The findings have effectively demonstrated that the treatment packages could be used as veritable tools in equipping adolescents with necessary skills that can be used to expedite some kinds of cognitive processes in our youths such as decision-making, problem-solving, self-control, and therefore bringing about peaceful co-existence among the people.
Considering Primal Teacher Leadership through Quadrant Intelligent (Qi) Model for Teacher Education Content Validity in Ghana (Published)
Using the convenient sampling technique, 250 teachers from the GES (N=218) were used to assess Qi levels. The findings showed significant differences in Ideal Qi and Actual Qi scores, but showed no significant variations among groups [F(1, 218)=1.517, p=.219]. The significant difference was found among the intercept of gender and teaching experiences [F(1, 75)= .596, p= .957)] therefore the alternative hypothesis rejected. Recommendations include the adoption of Qi model by the GES/ Teacher Education Division in Pre-service and In-service training of teachers. Teacher performance assessment should include the assessment of Qi levels and should lead to certification and partly based on evidence of such C21st multiple intelligence. Again, Qi model should be given serious consideration in policy decisions and scholarship. The study contributes to a new paradigm in skills set for teacher education and professional development. These skills set includes but not limited to social, emotional, strategic, and entrepreneurial intelligences.
Influences of Emotional Intelligence and Self-Regulation on Attitude towards Unethical Work Behaviour among Academic Staff of Selected Tertiary Institutions in Nasarawa State (Published)
As custodian of knowledge and agents of change, the academics has a responsibility to demonstrate ethical behavior, maintain a professional working environment and provide services with a benevolent and caring attitude. In recent time, there has been an upsurge in the rate of unethical work behavior among academic staff which is becoming alarming. Despite all that is required of them with regard to ethics and discipline, a critical observation of the conduct of some academic staff in Nigeria has revealed a departure from this norm. Therefore, the study set out to examine the roles of emotional intelligence and self-regulation on attitude towards unethical work behavior among academic staff of Nigerian tertiary institutions. This study is an ex-post facto survey, with attitudes towards unethical behavior as a dependent variable and emotional intelligence and self-regulation as major independent variables. The study sample comprised two hundred and fifty members of academic staff randomly selected from the three selected tertiary institutions in Nasarawa State. The instrument of data collection for this study is questionnaire and were analysed using Statistical Package for the Social Sciences (SPSS) software. The study revealed that emotional intelligence, self-regulation, age, gender and educational qualification contribute significantly to variance in attitude towards unethical work behavior. Recommendation includes that proper orientation and refresher workshop should be enhanced to include value analysis, with regard to ethical principles that may be unclear to academic staff. The analysis should include basic explanations of professional ethics.
The Sustainable Development Goals Program was adopted by the United Nations in September 2015 and is an evolution of the Millennium Development Goals Program (2000-2015). Its main axes are economy, society and the environment, with an emphasis on education and training for professionals, which are considered to be fundamental foundations of economic and social development. UNESCO is called upon to play an important role in implementing the Agenda, as it has both the right experience and extensive diplomatic networks. To this end, it has drafted official texts on the achievement of the Agenda 2030 objectives. Its recent text, “Third World Report on Adult Learning and Adult Education” (GRALE III), presents the results of an international research involving 139 UNESCO member countries on the impact of Learning and Adult Education on Health, Prosperity, Employment and the Labour Market, Social, Political and Community Life. Adults need to redefine their work profile and strengthen it with the right skills that will let them respond to the mental, physical and emotional demands of the new labour market. Which are though the right skills? Since specialized skills seem not to be adequate, emphasis has been lately put on emotional competence, which may contribute to the creation of a healthy working environment (Goleman, 1998). This study, through the qualitative analysis of the above-mentioned text, tries to capture and investigate whether there are references to skills related to the field of emotional intelligence in its content. The analysis of the text shows that references are made to the categories of interpersonal relations management, self-management, self –awareness and self-confidence. In particular, there is a strong need for policy makers of adult education to help learners develop communication, cooperation and tolerance, face difficulties, improve this lives, connect emotionally with others, join in community, sustain social connections.
The Saudi Arabian Educational system shared the philosophical principles, in its foundation, which concentrated on the achievement of goals, thereby taking up authoritative styles of leadership. However, organisations are beginning to be more liberal in today’s environment than in the 1940s and 1950s, and appealing to emotional intelligence as a tool and skill is needed for effective leadership. In the Saudi Arabian case, such developments are characterised by changes such as that of the educational supervisor having the role redefined to that of a director. This review tracks several parts; the first section helps western reader to understand the subtleties, complexities and intricacies of the Saudi Arabia education system and its approach to leadership system of education, history, culture and political contribution. This can lead to the larger extent understand if Emotional Intelligence is a provocation for better leadership of Saudi Arabian education sector or not. The second part is the growth of educational supervision in Saudi Arabia, focusing on the education system, and evaluates the impact of emotional intelligence as a necessary skill in leadership
Predicting Occupational Stress from Emotional and Social Intelligence of Civil Servants in Rivers State (Published)
The study focused on predicting occupational stress of civil servants form their emotional and social intelligence in Rivers State. The study adopted correlational design. A total of 600 civil servants were drawn through proportionate stratified sampling technique. Three instruments, Emotional Intelligence Scale (EIS), Social Intelligence Scale (SIS) and Occupational Stress Inventory (OSI) which were validated and had reliability coefficients of 0.827 for EIS, 0.849 for SIS and 0.953 for OSI respectively. Two research questions and two hypotheses guided the study. Relevant data gathered were analyzed with multiple regression analysis as statistical tool. The result of the study showed that the combination of emotional intelligence dimensions and social intelligence components are significant predictors of the occupational stress of both female and male civil servants and the predictive strengths accounted for 81.9% and 91.6% respectively for the variance in the occupational stress. Based on the findings, it is recommended that since it has been established that both emotional intelligence and its dimensions as well as social intelligence and its components could predict the occupational stress of civil servants, efforts should be made by individual researchers and Government sponsored researchers to further research on whether high or low emotional and social intelligences could increase or decrease occupational stress among civil servants.
The Relative Contribution of the Dimensions of Emotional and Social Intelligence in Predicting the Occupational Stress of Female and Male Civil Servants in Rivers State (Published)
The study examined the relative contributions of the dimensions of emotional and social intelligence in predicting the occupational stress of female and male civil servants in Rivers State. Four hypotheses were postulated and tested. Correlational design was used to gather data from 600 civil servants drawn through proportionate stratified sampling technique. Three instruments, Emotional Intelligence Scale (EIS), Social Intelligence Scale (SIS) and Occupational Stress Inventory (OSI) which were validated and had reliability coefficients of 0.827 for EIS, 0.849 for SIS and 0.953 for OSI respectively were the data gathering devices. Multiple regression analysis served as the statistical tool. The results of the study showed that the dimensions of emotional intelligence when considered separately, significantly predicts the occupational stress of both female and male civil servants. In the same vein, the components of social intelligence (social information processing, social skills and social awareness) when considered separately, significantly predicts the occupational stress of both female and male civil servants. Based on the findings, it was recommended among others that gender stereotyping should be avoided in our work places. Since gender (female and male) do not mediate the occupational stress of civil servants.
Emotional and Social Intelligence as Predictors of Occupational Stress among Civil Servants in Rivers State (Published)
The study investigated emotional and social intelligence as predictors of occupational stress of civil servants in Rivers State. The study adopted correlational design. A total of 600 civil servants were drawn through proportionate stratified sampling technique. Three instruments, Emotional Intelligence Scale (EIS), Social Intelligence Scale (SIS) and Occupational Stress Inventory (OSI) which were validated and had reliability coefficients of 0.827 for EIS, 0.849 for SIS and 0.953 for OSI respectively. Three research questions and three hypotheses guided the study. Relevant data gathered were analyzed with multiple regression analysis as statistical tool. The result of the study showed that relationship management dimension of emotional intelligence is a significant predictor of the occupational stress of civil servants while emotional self awareness, emotional self management, and emotional social awareness dimensions are not. In addition, relationship management dimension of emotional intelligence is the strongest predictor. Furthermore, the components of social intelligence such as social skills and social awareness are significant predictors of the occupational stress of civil servants, while social information processing is not significant predictor. Social skills component of social intelligence is the strongest predictor. The finding also showed that the dimensions of emotional intelligence and the components of social intelligence when considered collectively, significantly predict the occupational stress of civil servants and the combined prediction could account for up to 74.9% of the variance in the occupational stress of civil servants. Based on the findings, it was recommended among others that since it has been established that both emotional intelligence and its dimensions as well as social intelligence and its components could predict the occupational stress of civil servants, efforts should be made by employers of civil servants for training to enable them acquire the competencies inherent in emotional and social intelligences. This is sequel to the fact that these skills or competencies are acquirable and have been found to reduce stress among workers as reported in literature.
Components of Emotional Intelligence and Job Satisfaction among Secondary School Teachers in Ughelli-North Local Government Area of Delta State (Published)
This study investigated emotional intelligence and self-efficacy as correlates of job satisfaction among secondary school teachers in Ughelli-North Local Government Area of Delta state. A sample size of 400 respondents were used. The study used simple random sampling to select the schools and stratified proportional sampling to draw the sample. Six research questions and six null hypotheses were used. The design for the study was correlational design. The instruments used were Emotional Intelligence Scale (EMIS), General Self-Efficacy Scale (GSES) and Job Satisfaction Scales (JSS) for data collection. The reliability of the instruments (EMIS, GSES and JSS) were also determined using cronbach alpha method of internal consistency and the coefficients obtained were 0.814 for Emotional Intelligence Scale, 0.779 for Job Satisfaction Scale. Linear and multiple regressions were used to answer the research questions, while t-test and one way ANOVA associated with regression analysis were used to test the hypotheses. Self-Awareness of Emotional Intelligence significantly relates to Job Satisfaction among secondary school Teachers in Ughelli-North Local Government Area of Delta State. Some of the recommendations of the study are: School administrators, should provide a conducive working environment and appreciate teachers for a job well done. School Psychologists and counselors should organize seminars, workshops and training to educate teachers on emotional intelligence and how to develop high self-efficacy. Teachers should also read material on emotional intelligence. The implications of the result and suggestions for further studies were made
The Relationship of Emotional Intelligence and Classroom Management of STE Science Teachers in Pangasinan (Published)
This study aimed to determine the emotional intelligence (EI) and classroom management approach of the STE science teachers in Pangasinan and the relation of the two variables. This study used descriptive- correlational, using a questionnaire. Total enumeration was utilized with 63 STE science teachers as respondents. Results revealed that EI of the STE science teachers has WM= 119.0 and SD= 13.39, further for the distribution of EI 60.3% has an average EI, 34.9% has above average EI and 4.8% has below average EI with SD= 0.56. Their classroom management approach, 69.8% employ student-centered approach while 30.2% of them use teacher-centered approach with SD= 0.46. Point bi-serial score yielded (rpb= 0.10, p= 0.45). There is no significant relationship between the two variables. Conclusions include: great majority of STE science teachers are performing fairly and utilizing student-centered approach and their classroom management approach is not affected by their EI and vice versa.