Emotional intelligence and instructional performance of electrical installation and maintenance work teachers in Niger State.

Abstract

The study sought to identify the relationship between emotional intelligence and the instructional performance of electrical installation and maintenance work teachers in Niger state. Two research questions were answered. Emotional Intelligence scale(EIS), Instructional Performance Scale (IPS), and Teacher Rating Scale (TRS), were administered to measure the emotional intelligence, self-reported Instructional Performance and student rated Instructional Performance of the teachers respectively. All the teachersand students of electrical installation and maintenance work in Niger state comprising 250 respondents were used for the study. Data obtained was analyzed using statistical software (SPSS, 20.00 version). Mean, standard deviation, pearson r correlation and t-test were used to determine the relationship, predictivevalues and differences in the variables under study. A positive correlation between EI and Instructional Performance on both self-reported and students rated scales was discovered. Among the ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of Instructional Performance. Gender differences on the scores of EI and Instructional Performance was insignificant. In line with the findings of this study therefore, it was recommended among others that government of Niger state should come up with EI intervention programmes aimed at developing the emotional intelligence of the teachers of electrical installation and maintenance work as well as other related fields so as to improve their instructional performances.