Efficacy of Emotional Intelligence Therapy in Managing Retirement Anxiety among Teachers in Asaba Metropolis, Delta State
Abstract
The study examined emotional intelligence therapy in managing retirement anxiety among teachers in Asaba Metropolis, Delta State. True experimental research design which involved non-equivalent pre-test-post-test control group design was adopted for the study which
consisted of two experimental groups and one control group. To address the problem of the study, two hypotheses were formulated and tested at 0.05 level of significance. The population of the study consisted of 220 public school teachers in Asaba metropolis who had
two (2) years or less to their retirement period either by age or length of service. Out of which, 88 were selected using multi-stage random sampling, and this make up the sample of the study. Data were collected using self-structured scale titled; Anxiety Scale (AS). Three
experts examined the instrument, each for face and content validity. The instrument was administered on thirty teachers outside the sample of the study and Cronbach Statistics was used to analyze the data collected, and the reliability coefficient scores obtained was 0.89.
The Anxiety Scale (AS) was used to identify and measure retirement anxiety and emotional intelligence of public school teachers approaching retirement period. The treatment intervention lasted for a period of six weeks of two sessions weekly lasting for forty-five (45) minutes per session. Data collected were analyzed using paired sample t-test, one and two way analysis of variance (ANOVA), and the Least Significant Difference (LSD) Posthoc multiple comparisons at 0.05 level of significance. The findings of the study revealed that
Emotional intelligence was efficacious in managing retirement anxiety amongst teachers in Asaba metropolis, Delta State. Based on the findings, it was recommended among others that, counselling psychologists should apply Emotional intelligence therapy in managing
retirement anxiety among teachers.
consisted of two experimental groups and one control group. To address the problem of the study, two hypotheses were formulated and tested at 0.05 level of significance. The population of the study consisted of 220 public school teachers in Asaba metropolis who had
two (2) years or less to their retirement period either by age or length of service. Out of which, 88 were selected using multi-stage random sampling, and this make up the sample of the study. Data were collected using self-structured scale titled; Anxiety Scale (AS). Three
experts examined the instrument, each for face and content validity. The instrument was administered on thirty teachers outside the sample of the study and Cronbach Statistics was used to analyze the data collected, and the reliability coefficient scores obtained was 0.89.
The Anxiety Scale (AS) was used to identify and measure retirement anxiety and emotional intelligence of public school teachers approaching retirement period. The treatment intervention lasted for a period of six weeks of two sessions weekly lasting for forty-five (45) minutes per session. Data collected were analyzed using paired sample t-test, one and two way analysis of variance (ANOVA), and the Least Significant Difference (LSD) Posthoc multiple comparisons at 0.05 level of significance. The findings of the study revealed that
Emotional intelligence was efficacious in managing retirement anxiety amongst teachers in Asaba metropolis, Delta State. Based on the findings, it was recommended among others that, counselling psychologists should apply Emotional intelligence therapy in managing
retirement anxiety among teachers.
Keywords
Anxiety; Retirement; Emotional Intelligence; Teachers; and Efficacy
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