Relationship between Social Intelligence, Classroom Discipline and Interaction Skills among Teachers in Technical Colleges in Abuja, Nigeria

Abstract

The study established the relationship between social intelligence, classroom discipline and interaction skills among teachers in technical colleges in Abuja, Nigeria. Two research questions were raised to guide the study and two hypotheses were formulated and tested at .5 level of significance. The study used survey method correlational research design. A total of 226 respondents comprising of 92 teachers form Federal Science and Technical College, Orozo, 87 form Government Science and Technical College, Garki and 67 form Government Science and Technical College Kwali, Abuja were used as the targeted population for the study. Due to the manageable size of the population, Total Population Sampling Technique was employed. Three instruments were used for data collection that include: Social Intelligence Test (SIT), Classroom Discipline Skill Scale (CDSS) and Classroom Interaction Skill Scale (CISS). Data collected were analyzed using Pearson Product Moment Correlation (PPMC) formula to answer the research questions and using table of critical values for Pearson’s r to test the hypothesis at .05 level of significant. Findings from the study revealed that, there is positive significant relationship between social intelligence, classroom discipline and interaction skills among teachers in technical colleges in Abuja, Nigeria. The study recommended among others that, technical college administrators should develop social intelligence enhancement activities to promote teachers’ classroom discipline and interaction skills.