ABSTRACT

This study sought to determine how emotional intelligence correlates with teachers’ competence in the management of in-school adolescents’ crises in Akwa-Ibom State. Five research questions and five null hypotheses guided the study. The study adopted a correlation research design. The sample for the study consisted of 344 respondents made up of teachers drawn from 7,302 teachers through multi-stage sampling technique from the 253 public Secondary Schools in Akwa-Ibom State. Two instruments namely: Emotional intelligence Questionnaire (EIQ) and Teachers Competences in the Management of in-School Adolescent Crises (TCMIACQ) were developed by researcher and validated by three experts: one from Psychology, one from Guidance and Counselling and one expert from Measurement and Evaluation; all from the Michael Okpara University of Agriculture, Umudike respectively. The internal consistency of the instruments was determined through use of Cronbach Alpha method and reliability indices of 0.79 and 0.83 were obtained for EIQ and TCMIACQ, respectively. The data obtained through the administration of the instruments were analysed using Pearson product moment correlation coefficient to answer research questions. Linear regression was used to test null hypotheses one to four, while multiple regressions were used to test null hypotheses five at 0.05 level of significance. Scheffe test was also done for a stepwise comparison of the means for hypotheses five. The study revealed the following findings: The components of emotional intelligence (emotional perception, emotional assimilation, emotional understanding and emotional management)jointly had a very high and significant relationship with teachers’ competences in the management of in-school adolescent crises. Emotional intelligence (emotional perception, emotional assimilation, emotional understanding and emotional management) jointly had percentage contribution of 99.9% in teachers’ competence in the management of in-school adolescents’ crises. However, emotional management had the highest percentage contribution of 32.8%; followed by emotional understanding with 25.8%, emotional perception with 22.6%; and lastly emotional assimilation which predicted 18.8% of teachers’ competence in the management of in-school adolescents’ crises. Among the educational implications was that the study could provide supportive frameworks from which one can assess the importance of emotional intelligence in teachers’ competence in the management of in school adolescents’ crises. It was thus recommended that teachers should cultivate competence in the different components of emotional intelligence in order to effectively manage in-school adolescents’ crises.

TABLE OF CONTENTS PAGE

CHAPTER 1: INTRODUCTION

1.1 Background to the Study 1

1.2 Statement ofthe Problem 10

1.3 Purpose ofthe Study 11

1.4 Significance ofthe Study 11

1.5 Research Questions 14

1.6 Hypotheses 14

1.7 Scope ofthe Study 15

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 Conceptual Framework 16

2.1.1 Concept of adolescence 16

2.1.2 Concept ofin-school adolescence 20

2.1.3 Concept of emotional intelligence 23

2.1.4 Concept of emotional perception 37

2.1.5 Concept of emotional assimilation 38

2.1.6 Concept of emotional understanding 42

2.1.7 Concept ofemotional management 43

2.1.8 Concept ofteachers’ competence 46

2.2 Theoretical Framework 47

vii

Title page

Cover

Declaration

Certification

Dedication

Acknowledgement

Table ofContents

List ofFigures

List ofTables

Abstract

i

ii

iii

vi

v

vi

vii

ix

x

xi

2.2.1 Ability model ofemotional intelligence by Peter Solvey John Mayer 47

2.2.2 Bar-on’s mixed model of emotional intelligence 50

2.2.3 Theory of psycho-social development by Eric Erickson 53

2.2.4 Jean Piaget’s Theory ofIntellectual Development 56

2.3 Review ofRelated Empirical Studies 58

2.4 Summary ofReviewed Literature 65

CHAPTER 3: RESEARCH METHOD

3.1 Design ofthe Study 67

3.2 Area ofthe Study 68

3.3 Population ofthe Study 69

3.4 Sample and Sampling Technique 70 I

3.5 Instrument for Data Collection 70

3.5.1 Validation ofthe instrument 71

3.5.2 Reliability ofthe instrument 72

3.6 Method ofData Collection 73

3.7 Method ofData Analysis 73

CHAPTER 4: RESULTS AND DISCUSSION

4.1 Results 74

4.2 84

4.3 85

91

5.2 93

5.3 94

5.4 94

5.5 Limitations ofthe Study 96

5.6 Suggestions for Further Study 96

References 98

Appendices 104

viii

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Educational Implications ofthe Study

Recommendations

Major Findings ofthe Study

Discussion ofFindings ofthe Study

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

5.2 Conclusion

5.3 Educational Implications of the Study

5.4 Recommendations

5.5 Limitations ofthe Study 96

5.6 Suggestions for Further Study 96

References 98

Appendices 104

LIST OF TABLES

4.1 Correlation matrix on extent emotional perception correlates with

teachers’ competence in the management oF in-school adolescents’

crises

4.2 Linear regression analysis of extent emotional perception correlates

with teachers’ competence in the management ofin-school adolescents’

crises

4.3 Correlation matrix of emotional assimilation and teachers’ competence in the

management oF in-school adolescents’ crises.

4.4 Linear regression analysis of extent emotional assimilation correlates with

teachers’ competence in the management ofin-school adolescents’ crises

4.5 Correlation matrix oF emotional understanding and teachers’ competence

in the management oF in-school adolescents’ crises

4.6 Linear regression analysis of extent emotional understanding correlates

with teachers’ competence in the management ofin-school adolescents’ crises

4.7 Correlation matrix of emotional management and teachers’ competence

in the management ofin-school adolescents’ crises

4.8 Correlation matrix of emotional management and teachers’ competence

in the management ofin-school adolescents’ crises

4.9 Correlation matrix of extent emotional intelligence (emotional perception,

Emotional assimilation, emotional understanding and emotional

management) jointly correlate with teachers’ competence in the

management ofin-school adolescents’ crises

4.10 Multiple regressions on extent emotional intelligence (emotional perception,

emotional assimilation, emotional understanding and emotional management)

jointly correlate with teachers’ competence in the management ofin-school

adolescents’ crises

4.11 Cheffe test on relative contribution ofemotional intelligence (emotional

perception, emotional assimilation, emotional understanding and emotional

management) in teachers’ competence in the management ofin-school

adolescents’ crises

LIST OF APPENDICES

A. Sampling frame 107

B. Krcjcie and morgan model for determining the samples size of

Random sample 108

C. Emotional intelligence question 109

D. Teachers’ competences in the management ofin-school

Adolescent crisis questionnaire 112

E. Reliability ofthe instrument