ABSTRACT

 The study sought to investigate emotional intelligence as a predictor of teaching effectiveness of teachers among secondary school teachers in Rivers State, Nigeria. The study was guided by six research questions and six research hypotheses. The study adopted a descriptive and correlational research design. The population of the teachers consisted of 4, 836 secondary school teachers which consisted of 1882 male teachers and 2954 female teachers from a population of 247 secondary school. The sample consisted of 356 teachers which comprised of 207 females and 149 male teachers from total of sixty schools from (3) three senatorial zones drawn via the proportionate stratified sampling and simple random sampling. The study adopted two standardized research instruments for the study which were the Emotional Intelligence Scale (EIS) and Teachers Effectiveness scale (TES).The reliability coefficient of 0.76 and 0.81 were obtained for both Emotional Intelligence Scale (EIS) and Teachers Effectiveness scale (TES) respectively. The instrument was administered by directed delivery approach. The research questions were analysed using the Pearson Product Moment Correlation Coefficient while the hypotheses were analysed using Multiple Linear Regression. The result of the analysed data revealed that emotional intelligence did not correlate with their teaching effectiveness, as emotional intelligence does not significantly predict their teaching effectiveness. It was also revealed that each of the dimensions of emotional intelligence (self-awareness, self-management, social awareness and relationship management) did not correlate and predict their teaching effectiveness. The study therefore recommends that other factors other emotional intelligence such as prompt payment of salary; improved conditions of service that enhances teaching effectiveness should be encouraged.