AN EMPIRICAL ANALYSIS OF PRINCIPALS’ EMOTIONAL INTELLIGENCE AND TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, CROSS RIVER STATE, NIGERIA.

Abstract

This study examined the relationship between principals’ emotional intelligence and teachers’ job satisfaction in public secondary schools within the Calabar Education Zone of Cross River State, Nigeria. Employing a correlational research design, the study targeted a population of 1,777 teachers across 95 schools in seven local government areas. A stratified proportionate sampling technique was used to select the schools, while purposive sampling yielded a sample of 335 teachers. Data were gathered using a structured instrument titled Principals’ Emotional Intelligence and Teachers’ Job Satisfaction Questionnaire (PEITJSQ), which consisted of 18 items across three sections: demographic data, principals’ emotional intelligence dimensions (self-awareness and relationship management), and teachers’ job satisfaction. The questionnaire employed a 4-point modified Likert scale. Content and face validity were ensured through expert review by three professionals in Research, Measurement, and Evaluation. Reliability was established via a pilot study in Ikom Education Zone, resulting in a Cronbach Alpha coefficient ranging from .87 to .89, indicating strong internal consistency. Data analysis involved simple regression to address the research questions and ANOVA/t-tests to test hypotheses at a 0.05 level of significance using SPSS version 26. Findings revealed a significant positive relationship between principals’ emotional intelligence (self-awareness and relationship management) and teachers’ job satisfaction. This outcome suggests that emotionally intelligent principals contribute to a supportive and motivating school environment, which enhances teacher satisfaction. The study concluded that principals’ emotional intelligence is a strong predictor of job satisfaction. It recommended that emotional intelligence be emphasized as a key criterion in recruiting, assessing, and promoting school principals to ensure school leaders possess the interpersonal skills essential for teacher support and retention.