Management of Teachers' Emotional Intelligence for Effective Service Delivery in Public Secondary Schools in Rivers State

Abstract

This study explored the management of teachers' emotional intelligence (EI) for effective service delivery in public secondary schools in Rivers State, Nigeria. Knowing the importance of EI in education, the research reviews how teachers’ emotional competencies impact classroom management, student engagement, and overall teaching effectiveness. Employing the theoretical frameworks proposed by Puna et al. alongside Nelis et al., the research developed a conceptual model for understanding the multifaceted aspects of EI and its practical ramifications in educational contexts. The population of the study comprised all the 8234 teachers in public secondary schools in Rivers State. A sample of 534 was drawn through proportional random sampling technique. The instruments used for data collection were titled Current State of Teachers' Emotional Intelligence and Job Performance (CSTEIJP) and Management of Teachers' Emotional Intelligence on Service Delivery (MTEISD). Through a descriptive survey, the research identified significant gaps in the management of EI among teachers in Rivers State. The research findings indicated that while educators acknowledge the significance of emotional intelligence (EI), there exists a deficiency in systematic support and training aimed at cultivating these competencies, which consequently results in difficulties in service delivery. The investigation culminated in suggestions for the incorporation of EI within teacher preparation curricula, ongoing professional development initiatives, and educational governance frameworks. By addressing these identified deficiencies, the study sought to augment pedagogical effectiveness, mitigate educator burnout, and enhance educational outcomes within public secondary educational institutions.