Influence of junior high school social studies teachers’ emotional intelligence on their instructional effectiveness in Effutu municipality.

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