Contemporary Research Analysis Journal

This study examined the relationship between emotional intelligence and job performance among public secondary school teachers in Delta State, Nigeria. A correlational research design was adopted to assess the nature and strength of the association between these variables. The study population consisted of 11,011 teachers across 488 public secondary schools in the 25 local government areas of Delta State. Using Krejcie and Morgan’s sample size determination table, 370 teachers were randomly selected. Data were gathered through a structured questionnaire, which was subjected to both validity checks and reliability testing, yielding a Cronbach’s alpha coefficient of 0.82. A total of 355 completed questionnaires were retrieved with the assistance of school principals. Data analysis was conducted using Pearson’s Product Moment Correlation Coefficient. The findings revealed a statistically significant and positive relationship between emotional intelligence and teacher job performance. Based on these findings, the study recommends the integration of emotional intelligence assessment into teacher performance appraisal systems, as well as the incorporation of emotional intelligence training into pre-service and in-service teacher education programs to enhance professional effectiveness.

Emotional Intelligence (EI), Job Performance, Teachers

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