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CRITICAL ANALYSIS OF THE IMPLICATION OF TEACHERS EMOTIONAL INTELLIGENCE ON EFFECTIVE TEACHING-LEARNING EXPERIENCE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Emotional intelligence is described as the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others. It has been reported that emotionally intelligent individuals tend to make better team players, and they are more effective at motivating themselves and others. A growing body of research has focused on the importance of Emotional intelligence characteristics as positive attributes in predicting the success of students and leaders effectiveness. Studies have found that a positive mood is associated with effective teaching. Teachers in positive moods tend to be more optimistic and have greater determination to achieve future success for themselves and others(Onafowora L.2005).

Effective teaching and learning can be encompassing ranging from teacher behavior (warmth, civility, clarity), teacher knowledge (of subject matter, of students), teacher beliefs, and so forth. However effective teaching is the ability to improve student achievement. Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do all they can to find ways of making each student successful. Emotionally intelligent teachers are expected to teach in an effective way as they are aware of personal and their students’ strengths and weaknesses and have therefore the ability to adapt to classroom conditions. Due to the fact that they are aware of their strong and weak points (BarOn, 2007) as well as their ability to be accountable for their activities, emotionally intelligent teachers are expected to generate better results (Fabio & Palazzeschi, 2008) by concentrating more and reinforcing their weaker areas as compared to teachers who are not emotionally intelligent. Therefore it is upon this premise that this study is set to do a critical analysis of the implication of teachers emotional intelligence on effective teaching-learning experience in secondary schools.

1.2 STATEMENT OF THE PROBLEM

A quality education system is dependent on the effectiveness of its teachers because it is the teacher who is in direct contact with students and has a huge impact on their learning and achievement (Anderson, 2004; Birwatkar 2014). Teachers must be able to establish and maintain relationships with their students in order to meet the needs of a diverse group of students. Passionate teacher-student relationships improve student productivity and learning outcomes by making students feel more comfortable in the school setting.It has also been noticed by several researchers that highly emotionally intelligent teachers are well prepared to keep their students involved in learning activities (Gibson & Dembo, 1984; Emmer & Hickman, 1991) which has a positive impact on their learning outcomes. This leads us to the assumption that teachers’ emotional intelligence positively impacts the learning outcomes of students; although indirectly through mediation of other variables.Highly emotional intelligent teachers tend to motivate their students better and understand their students’ behavioral and psychological wellbeing. They can also be more sensitive towards their students ‘disruptive behaviors, academic performance and relationship management. However the terrain of emotional intelligence has become the clamour of attention in secondary schools. Away from other factors that facilitates effective teaching-learning experience, there is need for teacher to possess high degree of emotional intelligence. This is not just for their self benefit but also to help them interact and impact different level of learning. Thus is against the backdrop that this study is set to examine implication of teachers emotional intelligence on effective teaching-learning experience in secondary schools.

1.3 OBJECTIVE OF THE STUDY

The purpose of this study is to examine the implication of teachers emotional intelligence on effective teaching-learning experience in secondary schools. Specifically it will examine the rationale of emotional intelligence. It will investigate if teachers emotional intelligence helpd to achieve effective teaching-learning experience. It will investigate if teachers emotional intelligence has a significant impact on learning outcome.

1.4 SIGNIFICANCE OF THE STUDY

The findings from this study will educate teachers and educational stakeholders  on the importance of emotional intelligence as a tool for promoting effective teaching-learning outcomes and how they can be used also as a tool to improve organizational commitment among secondary school teachers. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently and serve as a reference materials for students.

1.5 SCOPE OF THE STUDY

The scope of this study is ti examine the implication of teachers emotional intelligence on effective teaching-learning experience in secondary schools. It will examine the rationale of emotional intelligence. It will investigate if teachers emotional intelligence helped to achieve effective teaching-learning experience. It will investigate if teachers emotional intelligence has a significant impact on learning outcome.  The scope of this study is delimited selected secondary schools in Ibandan, Oyo State.

1.6 RESEARCH QUESTION

1. What is the rationale/importance of emotional intelligence?

2. What is the implication of teachers emotional intelligence on effective teaching-learning experience in secondary schools?

3. Does teachers emotional intelligence help to achieve effective teaching-learning experience?

4. Do you think teachers emotional intelligence has a significant impact on learning outcome?

1.7 LIMITATION OF THE STUDY

The following factors poses to be a limitation during the course of this research

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 DEFINITION OF TERMS

Emotional Intelligence: Emotional intelligence (otherwise known as emotional quotient or EQ) is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict.

Effective Teaching:  Effective teaching can be defined in many ways including teacher behavior (warmth, civility, clarity), teacher knowledge (of subject matter, of students), teacher beliefs, and so forth. Effective teaching as the ability to improve student achievement.

Learning Experience: Learning experience refers to any interaction course, programme or other experience in which learning takes place, whether it occurs in traditional academic setting (schools classrooms) or non-traditional academic setting (outside of school locations, outdoor environment or whether it include traditional educational setting.

Teacher: A teacher is a person who helps students to acquire knowledge, competence or virtue.

Learning Outcome: A learning outcome is a clear statement of what a learner is expected to be able to do, know about and/or value at the completion of a unit of study, and how well they should be expected to achieve those outcomes. It states both the substance of learning and how its attainment is to be demonstrated.

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