Abstract:
This study was conducted in the Effutu Municipality to examine the influence of Junior High
School Social Studies teachers’ emotional intelligence on their instructional effectiveness.
Four research questions and one hypothesis were formulated to guide the study. To answer
these research questions, the quantitative approach was followed using descriptive survey as
a design. Sixty-seven (67) Junior High School Social Studies teachers participated in the
study. The teachers were selected to participate in the study using census sampling technique.
Structured questionnaire served as the study’s instrument for data collection. Data collected
in the study were analyzed descriptively using mean, standard deviation, and Pearson product
momentum correlation. It was found that Junior High School Social teachers in the Effutu
Municipality possess a high level of awareness of their emotional intelligence, with a notable
strength in teachers’ emotional self-awareness. Also, Social Studies teachers in the Effutu
Municipality perceived their Social Studies instruction to be very effective. They perceived
their social studies instruction to be very effective in areas such as their student-teacher
relationships and classroom management skills. Again, Social Studies teachers in the Effutu
Municipality perceived the influence of emotional intelligence on their instructional
effectiveness to be generally positive. Additionally, Social Studies teachers in the Effutu
Municipality perceived various factors as positively influencing the development of their
emotional intelligence. The strongest agreement was reported for the positive impact of
integrating emotional intelligence into teacher training, regular feedback on emotions,
emotional intelligence workshops, and personal reflection activities. Lastly, a significant,
positive but moderate relationship was found between Social Studies teachers’ emotional
intelligence and their instructional effectiveness in the Effutu Municipality. The study
concluded that the emotional intelligence and instructional effectiveness of Junior High
School Social Studies teachers in the Effutu Municipality was generally positive. It was
therefore recommended to the Effutu Municipal Education Directorate to intensify their
regular workshops and training sessions focusing on emotional intelligence skills and for
teachers to do online on how to enhance their emotional intelligence
Description:
A thesis in the Department of Basic Education,
School of Education and Life-long Learning,
Submitted to the School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba