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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Self-Motivation as Predictor of Teacher Job Performance: The
Moderating Role of Emotional Intelligence in Public Secondary Schools in
Delta and Edo States
TEMIENOR, Eguonor
1
, Prof. V. F. Peretomode*, Prof. (Mrs.) R. I. Asiyai
2
1 2
Department of Educational Management and Foundations, Faculty of Education, Delta State
University, Delta State, Nigeria
*Corresponding Author
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.910000770
Received: 06 November; Accepted: 11 November 2025; Published: 24 November 2025
ABSTRACT
This study investigated the impact of self-motivation on teacher job performance, with a specific focus on the
moderating effect of emotional intelligence in public secondary schools in Delta and Edo States of Nigeria. A
correlation survey research design was adopted, involving a population of 10,262 teachers across 792 public
secondary schools in the six senatorial districts of both states. A sample of 387 teachers was selected using a
multi-stage sampling method, incorporating both stratified and simple random sampling techniques. Data on
self-motivation, emotional intelligence, and job performance were collected through validated structured
questionnaires, with reliability testing conducted for the instruments. Analysis of the data involved calculating
means, standard deviations, and Pearson’s Product Moment Correlation. The findings revealed that teachers in
both states exhibited high levels of self-motivation, emotional intelligence, and job performance. A significant
positive relationship between self-motivation and job performance was observed, with emotional intelligence
serving as a significant moderator in this relationship. The study concluded that both self-motivation and
emotional intelligence are essential factors in enhancing teacher effectiveness and performance. It recommended
that professional development programs should emphasize strengthening teachers' motivational and emotional
skills to enhance further performance and maintain educational quality in public secondary schools.
Keywords: Emotional intelligence, job performance, self-motivation, teacher effectiveness.
INTRODUCTION
Teachers occupy a central position in every educational system, as their effectiveness largely determines the
quality of teaching and learning outcomes. They are not only facilitators of knowledge but also role models
whose commitment and attitudes shape the learning experiences of students. According to Arop et al. (2019), the
effective execution of any curriculum is largely determined by the quality and performance of teachers, as their
actions or inactions directly impact the achievement of instructional goals. In the context of schools, teacher job
performance has become a vital factor in determining the overall success of education. It encompasses the duties
and responsibilities teachers undertake to achieve educational goals, including lesson preparation, classroom
instruction, student assessment, and participation in co-curricular activities (Karakus, 2021). Yet, the quality of
a teacher’s performance does not occur in isolation—it is deeply rooted in psychological dispositions such as
motivation and emotional competence.
Self-motivation is a crucial psychological element that influences teacher performance. It refers to the internal
drive that propels individuals to actively pursue their objectives and duties with dedication and persistence. This
intrinsic desire to improve and maintain effort occurs even without external rewards or supervision
(Bahramnezhad & Keshmiri, 2025). In the teaching profession, self-motivation manifests in teachers’ dedication
to lesson planning, their willingness to employ innovative strategies, and their resilience in addressing classroom
challenges. According to Karakus (2021), teachers who are self-motivated are often more productive, exhibit
positive classroom behaviours, and demonstrate stronger professional commitment. Thus, self-motivation not
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only fuels teachers’ enthusiasm but also sustains their capacity to perform effectively in dynamic educational
environments.
While self-motivation provides the internal energy for performance, teacher job performance reflects how
effectively this energy is translated into action. Teacher job performance refers to the effectiveness with which
educators carry out their tasks and responsibilities within the classroom setting (Nwunuji et al., 2025). It involves
the ability to deliver quality instruction, manage classrooms effectively, and foster meaningful student
engagement. Onaolapo et al. (2019) emphasized that job performance combines both efficiency and
effectiveness, signifying a teacher’s ability to translate effort into measurable educational outcomes. High-
performing teachers are distinguished by their consistency, preparedness, and commitment to professional
excellence. Consequently, teacher job performance is a direct reflection of self-motivation, as motivated
educators are more inclined to invest time and creativity into their teaching tasks. However, while motivation is
critical, sustaining high levels of performance requires emotional balance and interpersonal sensitivity,
dimensions captured by the construct of emotional intelligence.
Emotional intelligence (EI), as defined by Salovey and Mayer (1990), is the ability to recognize, comprehend,
and manage both personal emotions and the emotions of others. It plays a crucial role in how teachers cope with
stress in the classroom, interact with students, and address the daily challenges they face in teaching. Teachers
with high emotional intelligence tend to be empathetic, adaptable, and capable of maintaining constructive
relationships with students and colleagues (Wang, 2023). Bbagwan and Anupama (2025) observed that
employees with high emotional intelligence demonstrate superior teamwork, accuracy, and productivity, all of
which translate into improved organizational performance. In the educational setting, teachers with high
emotional intelligence are more capable of fostering emotionally supportive classrooms, managing disruptive
behaviors with composure, and maintaining motivation even in stressful situations (Todmal et al., 2023).
Emotional intelligence, therefore, complements self-motivation by providing the emotional regulation and social
awareness necessary to translate motivation into consistent performance.
The connection between self-motivation, emotional intelligence, and teacher job performance is thus mutually
dependent and mutually reinforcing. Self-motivation provides the internal drive that propels teachers toward
goal achievement, while emotional intelligence ensures that this drive is managed, directed, and expressed
productively. As Gulay et al. (2023) observed, emotional intelligence enables teachers to maintain self-control,
empathy, and resilience, which are indispensable for effective performance in emotionally demanding school
environments. When teachers are both self-motivated and emotionally intelligent, they are more likely to
maintain professional enthusiasm, exhibit constructive behaviour, and enhance the overall quality of instruction.
Understanding how these variables interact provides valuable insight into the psychological foundations of
effective teaching and underscores their importance in improving teacher job performance in Delta and Edo
States.
Statement of the Problem
Teacher job performance is a key determinant of the overall effectiveness of an educational system. In public
secondary schools, the quality of teaching and learning depends largely on how efficiently teachers discharge
their instructional, evaluative, and administrative duties. However, there is growing concern over the declining
level of teacher performance in many Nigerian public schools. Instances of poor lesson preparation, inadequate
classroom management, low enthusiasm for work, and irregular attendance have become common among
teachers. Such behaviours have led to declining student achievement and a general loss of confidence in the
school system. These challenges suggest that many teachers may lack the internal drive required to sustain
consistent performance. Self-motivation, which propels individuals to act purposefully without external
pressure, appears to be diminishing among teachers, thereby weakening their level of commitment and
productivity in the teaching profession.
In addition to the problem of motivation, many teachers also appear to struggle with managing the emotional
demands of their profession. Teaching requires constant interaction with students from various backgrounds,
demanding a strong sense of emotional balance, empathy, and self-regulation. Emotional intelligence is crucial
in helping teachers recognize and manage their own emotions as well as those of their students, ultimately
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improving their job performance. However, teachers who lack emotional intelligence often experience
frustration, stress, and burnout, which further reduce their motivation and effectiveness in the classroom. While
self-motivation may influence how teachers perform their duties, emotional intelligence could determine the
extent to which that motivation translates into effective teaching performance. Although these psychological
traits are crucial, there has been limited focus on how emotional intelligence influences the relationship between
self-motivation and teacher job performance in public secondary schools in Delta and Edo States. This gap
highlights the need for this study, which aims to explore self-motivation as a predictor of teacher job performance
and examining the moderating effect of emotional intelligence on this relationship.
Purpose of the Study
The primary goal of this study is to investigate self-motivation as a predictor of teacher job performance, with a
focus on the moderating role of emotional intelligence in public secondary schools in Delta and Edo States.
Specifically, the study aims to answer the following three research questions and test two null hypotheses:
Research Questions
The research questions were:
1. What is the level of self-motivation among teachers in Delta and Edo states?
2. What is the level of emotional intelligence possessed by teachers in both states?
3. What is the level of job performance among teachers in public secondary schools in both states?
Null Hypotheses
Two null hypotheses further guided the study:
1. There is no significant relationship between self-motivation and teacher job performance in Delta and Edo
States.
2. Emotional intelligence does not significantly moderate the relationship between self-motivation and
teacher job performance in both states.
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
This study draws on Daniel Goleman's Emotional Intelligence Theory (1995), which emphasizes the significance
of an individual's ability to recognize, comprehend, and manage emotions in achieving success both personally
and professionally. Salovey and Mayer (1990) defined emotional intelligence as the ability to recognize,
understand, and regulate one's emotions as well as those of others. The theory identifies five core components
of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. These
components interact to shape how individuals manage themselves and engage with others. In the context of
teaching, this theory provides a psychological framework for understanding how teachers' emotional capabilities
influence their motivation, interactions, and overall job performance. Teachers with high emotional intelligence
are more inclined to maintain a positive attitude, manage stress effectively, and build strong relationships with
students and colleagues, all of which enhance job performance.
Empirical evidence has consistently shown that teachers’ job performance is closely linked to their level of self-
motivation. Teachers who possess high intrinsic motivation are more committed, purposeful, and capable of
delivering quality instruction (Karakus, 2021). They exhibit persistence, creativity, and enthusiasm in their
professional roles, leading to enhanced classroom management and better student learning outcomes. Arop et al.
(2019) also highlighted that motivation is a key factor in teacher effectiveness, as it affects not only their attitude
toward their work but also their openness to adopting innovative teaching methods. Bahramnezhad and Keshmiri
(2025) observed that intrinsic motivation is positively correlated with performance, indicating that individuals
who are self-driven tend to sustain higher levels of productivity even in the absence of external rewards. In the
teaching profession, therefore, self-motivation remains a critical psychological factor that shapes teachers’ ability
to fulfill their professional obligations and achieve institutional goals.
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In a related line of research, emotional intelligence has been widely studied as a psychological variable that
enhances job performance across professions, including teaching. Subsequent research has shown that teachers
with high emotional intelligence are better at managing classroom stress, maintaining discipline, and fostering
positive relationships with students and colleagues (Wang, 2023). Bbagwan and Anupama (2025) found that
employees with high emotional intelligence excel in teamwork, accuracy, and interpersonal communication, all
of which lead to improved job performance. Similarly, Todmal et al. (2023) discovered that emotional
intelligence training enhances both academic and social-emotional skills, which are essential for effective
teaching. Gulay et al. (2023) also found that teachers with high emotional intelligence report higher levels of job
satisfaction and performance compared to their peers with lower emotional intelligence. Collectively, these
studies underscore the importance of emotional intelligence in enhancing teacher effectiveness and professional
success.
Although these findings provide valuable insights, many existing studies have focused on self-motivation and
emotional intelligence as distinct predictors of job performance, with little exploration of their interaction. The
connection between self-motivation and teacher job performance is often viewed as direct, without considering
the potential moderating role of emotional intelligence. The absence of sufficient empirical studies exploring
this moderating effect creates a conceptual gap in understanding how these variables jointly influence teachers’
performance in the classroom. In the context of Nigeria, particularly in Delta and Edo States, there is a noticeable
gap in empirical research concerning how emotional intelligence might enhance or reduce the influence of self-
motivation on teacher job performance. This study seeks to fill this gap by examining self-motivation as a
predictor of teacher job performance and exploring the moderating role of emotional intelligence among teachers
in schools in these states.
METHODS AND MATERIALS
The study utilized a survey and correlation research design, which was considered appropriate for determining
the level and assessing the predictive relationship between self-motivation and teacher job performance, along
with the moderating influence of emotional intelligence, without manipulating any of the variables. This method
enabled the collection of quantitative data and facilitated the statistical analysis of the strength and direction of
the relationships between the variables. The study's population included 10,262 teachers from 792 public
secondary schools across the six senatorial districts of Delta and Edo States. Of these, 6,441 teachers were from
477 schools in Delta State's three senatorial districts, while 3,821 teachers were from 315 schools in Edo State's
three senatorial districts.
A sample of 387 teachers was drawn using a multi-stage sampling technique that combined stratified and simple
random sampling methods. In the first stage, 40% of the local government areas (LGAs) from each senatorial
district in both Delta and Edo States were randomly selected, resulting in 17 LGAs—10 from Delta State and 7
from Edo State. In the second stage, 10% of schools were randomly chosen from the selected LGAs. In the third
stage, 50% of the teachers from each of these schools were randomly selected to form the final sample. As a
result, 208 teachers were selected from Delta State, and 179 from Edo State, ensuring proportional representation
based on the number of schools and teachers in each state. This sample size was deemed adequate according to
Krejcie and Morgan’s (1970) sample size determination table, which recommends a minimum of 384
respondents for a population of 100,000 at a 95% confidence level.
The study utilized three structured instruments to gather data. The Self-Motivation Scale (SMS) was created to
measure teachers’ intrinsic motivation, commitment to their teaching roles, and professional persistence. The
Teacher Job Performance Questionnaire (TJPQ) was developed to evaluate teachers' performance in areas such
as lesson planning, instructional delivery, classroom management, and participation in co-curricular activities.
The third instrument, the Emotional Intelligence Inventory (EII), was modified to measure teachers' self-
awareness, self-regulation, empathy, and social relationship management. All three instruments employed a four-
point scale, ensuring consistency in response measurement and enabling easy data analysis. The threshold of the
scale was 2.50. The aggregate mean score of items at this point and below was considered low, and those 2.51
and above were considered as high. On the whole, the four point scale was categorized as follows;
4 = (3.26 – 4.00) = Very High
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3 = (2.51 – 3.25) = High
2 = (1.76 – 2.50) = Low
1 = (1.00 – 1.75) = Very Low
To ensure validity, the instruments were subjected to face and content validation by three experts—two from
Educational Psychology and one from Measurement and Evaluation—at well-established Nigerian universities.
Their feedback prompted revisions that improved the clarity, structure, and relevance of the instruments. A pilot
test was then carried out with 30 teachers who were not included in the main sample to evaluate the reliability
of the instruments. The Cronbach’s Alpha reliability coefficients were 0.79 for the Self-Motivation Scale, 0.81
for the Teacher Job Performance Questionnaire, and 0.71 for the Emotional Intelligence Inventory. These
coefficients indicated a high level of internal consistency and affirmed the appropriateness of the instruments for
the study.
The data collected were analyzed using both descriptive and inferential statistics. Mean and standard deviation
were used to address the research questions 1 through 3, which aimed to assess the levels of self-motivation,
emotional intelligence, and teacher job performance. Pearson’s Product-Moment Correlation (PPMC) was
applied to answer research question 4 and to test hypothesis 1, which examined the relationship between self-
motivation and job performance. To explore the moderating effect of emotional intelligence on the relationship
between self-motivation and teacher job performance, multiple regression analysis was conducted for hypothesis
2. All hypotheses were tested at a 0.05 significance level.
RESULTS
Research Question 1: What is the level of self-motivation among teachers in Delta and Edo states?
Table 1: Teachers’ level of self-motivation
Self-motivation level
Delta State
Edo State
Both States
𝒙
SD
𝒙
SD
𝒙
SD
Aggregate Mean Scores
2.86
*
1.04
2.88
*
1.03
2.87
*
1.04
* = High level of self-motivation
Table 1 shows that teachers in both Delta and Edo States reported high levels of self-motivation, with mean
scores of 2.86 (SD = 1.04) and 2.88 (SD = 1.03), respectively, resulting in an overall mean of 2.87 (SD = 1.04).
These values are above the benchmark of 2.50, indicating that teachers are generally self-driven and capable of
motivating themselves. The slight difference of 0.02 between the states reflects a highly similar motivational
profile among teachers. The consistent high scores suggest that teachers in both states possess the internal drive
needed to manage their duties effectively, although some variability (SD ≈ 1.04) implies occasional fluctuations
in self-motivation levels, possibly influenced by personal or work-related stress.
Research Question 2: What is the level of job performance of teachers in Delta and Edo states?
Table 2: Teachers’ Level on Aspect of Job Performance
Aspects of the Job
Delta State
Edo State
Both States
𝑥
SD
𝑥
SD
𝑥
SD
A. Teaching Skills
3.36
0.87
3.38
0.86
3.37
0.87
B. Management Skills
3.29
0.90
3.31
0.89
3.30
0.90
C. Discipline & Regularity
3.33
0.88
3.35
0.87
3.34
0.88
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D. Interpersonal Relationships
3.31
0.89
3.33
0.88
3.32
0.89
Aggregate Mean Scores
3.32
**
0.89
3.34
**
0.88
3.33
**
0.89
** = Very High Job Performance; 2.50 = Threshold
Table 2 shows that teachers in Delta and Edo States demonstrated a very high level of job performance across
all assessed areas, with aggregate mean scores of 3.32 (SD = 0.89) for Delta and 3.34 (SD = 0.88) for Edo,
producing a combined mean of 3.33 (SD = 0.89). These mean values are well above the threshold of 2.50,
indicating strong performance. The highest scores were recorded in teaching skills (mean ≈ 3.37) and discipline
and regularity (mean ≈ 3.34), suggesting that teachers are competent in delivering lessons, managing time, and
maintaining classroom order. Slightly lower but still high scores in management skills and interpersonal
relationships reflect solid administrative capability and professional collaboration among teachers. The minimal
mean difference of 0.02 between states indicates uniform job performance, likely influenced by similar teacher
training, professional expectations, and educational policies operating in both states.
Research Question 3: What is level of EI among teachers in Delta and Edo States?
Table 3: Teachers’ Level of Emotional Intelligence (EI)
Level of EI
Delta State
Edo State
Both States
𝑥
SD
𝑥
SD
𝑥
SD
Aggregate Mean Scores
2.76
*
1.04
2.79
*
1.05
2.78
*
1.05
* = High level of Emotional Intelligence
Table 3 shows that teachers in both Delta and Edo States exhibited a high level of emotional intelligence, with
mean scores of 2.76 (SD = 1.04) for Delta and 2.79 (SD = 1.05) for Edo, leading to an overall mean of 2.78 (SD
= 1.05). These scores exceed the 2.50 benchmark, suggesting that teachers possess strong abilities in emotional
awareness, self-regulation, and empathy. The standard deviations indicate some variation in how teachers
perceive and manage emotions, likely due to personal differences or situational challenges. The narrow mean
difference of 0.03 between the states reflects consistent emotional intelligence levels among teachers, possibly
due to shared socio-cultural values, similar teacher education frameworks, and comparable classroom
experiences.
Ho1: There will be no significant relationship between Self-Motivation and Job Performance
Table 4: Significance of the Relationship between Self-Motivation and Job Performance of Teachers
State
Variables
R
Sig. (2-tailed)
Remark
Delta
Self-motivation→ Job performance
0.703
0.000
Significant
Edo
Self-motivation→ Job performance
0.711
0.000
Significant
The findings in Table 4 reveal a statistically significant and strong positive correlation between self-motivation
and teacher job performance in both Delta and Edo States. The correlation coefficients (r = 0.703 for Delta and
r = 0.711 for Edo) suggest that teachers with higher levels of self-motivation tend to perform better in their
teaching roles. Since the p-values (.000) are below the 0.05 significance threshold, the null hypothesis is rejected.
This indicates that self-motivation is a key factor in enhancing teachers' job performance by strengthening their
determination, goal-setting, and commitment to excellence in teaching.
Ho2: There will be no significant relationship between Self-Motivation, EI, and Job Performance
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Table 5: Significance of the Relationship between Self-Motivation, Emotional Intelligence, and Job
Performance of Teachers
State
Variables
R
Sig. (2-tailed)
Remark
Delta
Self-motivation and Emotional Intelligence →Job performance
0.718
0.000
Significant
Edo
Self-motivation and Emotional Intelligence →Job performance
0.720
0.000
Significant
Table 5 illustrates a strong and statistically significant correlation between self-motivation, emotional
intelligence, and teacher job performance in both Delta and Edo States. The correlation coefficients (r = 0.718
for Delta; r = 0.720 for Edo) indicate that the combination of self-motivation and emotional intelligence explains
a substantial proportion of the variance in job performance. The significance levels (.000) confirm that the
observed relationship is not a result of chance. Therefore, the null hypothesis is dismissed. This indicates that
teachers who possess high emotional intelligence and self-motivation tend to perform better, as they are more
capable of managing classroom challenges, maintaining a positive attitude, and staying committed to achieving
institutional objectives.
DISCUSSION
The findings of this study revealed significant insights into the subject matter of investigation.
The findings in Table 1 indicate that teachers in both states demonstrated a high level of self-motivation. This
suggests that teachers have a strong internal drive, allowing them to tackle challenging tasks, maintain
productivity, and persist in reaching their professional objectives. The high motivation level reflects teachers’
willingness to meet deadlines, prioritize essential tasks, and adopt innovative teaching approaches. Such intrinsic
drive is critical in sustaining teachers’ enthusiasm and persistence, particularly in the face of challenges common
in public education systems. This high self-motivation may be attributed to teachers’ commitment to their
professional responsibilities, a sense of moral duty to their students, and the personal satisfaction derived from
successful teaching outcomes. The collaborative atmosphere in schools, coupled with a sense of professional
identity, may also foster sustained motivation. This finding aligns with the report of Oyewole and Popoola
(2015), who observed that self-motivated educators tend to perform their duties more effectively and show higher
engagement at work. Similarly, Akomolafe and Olatomide (2013) found that teachers with strong motivational
orientation display higher levels of persistence, confidence, and productivity.
Table 2 showed that teachers in Delta and Edo States exhibited strong job performance in all areas, including
teaching skills, management abilities, discipline and consistency, as well as interpersonal relationships. This
implies that teachers consistently perform their instructional and managerial duties with diligence and
professionalism. The highest mean scores recorded in teaching skills and discipline suggest that teachers are not
only proficient in instructional delivery but also maintain punctuality, order, and classroom control. The high
level of job performance may be linked to teachers’ accumulated experience, professional training, and self-
motivation. Teachers’ adherence to ethical standards, regular attendance, and commitment to students’ welfare
further reinforce their effectiveness. This finding corroborates the work of Karakus (2021), who reported that
teacher performance is enhanced when individuals are motivated and committed to organizational goals.
Ofoegbu (2014) similarly found that effective supervision, motivation, and a conducive work environment
significantly improve teachers’ job performance.
The findings in Table 3 indicate that teachers in both states possess a high level of emotional intelligence. This
suggests that teachers are adept at managing their emotions, remaining calm under pressure, and fostering
positive relationships with colleagues and students. The emotional intelligence observed in this study includes
self-awareness, empathy, and self-regulation—essential qualities for effectively managing classroom dynamics
and cultivating a positive learning atmosphere. The likely reason for the high emotional intelligence among
teachers may be their experience in dealing with diverse student behaviors and their continuous interaction with
various emotional situations in schools. Emotional maturity helps teachers handle stress, adapt to change, and
respond empathetically to learners’ needs. This finding is consistent with the observations of Todmal et al.
(2023), who found that teachers with high emotional intelligence are more effective at creating positive learning
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environments and managing stress. Bbagwan and Anupama (2025) also emphasized that emotional intelligence
contributes to effective performance by enhancing emotional balance, empathy, and interpersonal understanding.
The results presented in Table 4 reveal a strong positive and significant correlation between self-motivation and
teacher job performance in both states. This indicates that teachers with higher self-motivation are likely to
perform better in their roles. Such teachers are often more efficient in lesson planning, punctual, and display
greater enthusiasm during classroom interactions. This can be attributed to their goal-oriented mindset and
resilience, which helps them stay focused despite challenges. They are more proactive, adaptable, and
determined to achieve success in their teaching. This aligns with Karakus (2021), who found that teacher
motivation plays a significant role in commitment and performance. Similarly, Arop et al. (2019) reported that
motivated teachers are more productive, creative, and efficient in their teaching practices.
The results in Table 5 revealed a strong positive and significant relationship between the combination of self-
motivation and emotional intelligence and job performance in both states, accounting for approximately 52% of
the variance in job performance. Furthermore, the relationship was found to be statistically significant. This
suggests that emotional intelligence strengthens the positive effect of self-motivation on teachers' performance.
In other words, teachers who exhibit both self-motivation and emotional intelligence tend to be more effective,
adaptable, and successful in their roles. This may be attributed to emotional intelligence equipping teachers with
the ability to manage their emotions and interpersonal relationships positively, which helps translate their
motivation into improved performance. Teachers with high emotional intelligence are able to stay calm,
empathetic, and optimistic under pressure, contributing to sustained job satisfaction and effectiveness. These
findings are in line with Bbagwan and Anupama (2025), who noted that emotional intelligence enhances work
performance by improving emotional regulation and social interactions. Similarly, Todmal et al. (2023) found
that emotionally intelligent teachers are better at sustaining motivation and managing classroom challenges,
resulting in improved teaching outcomes.
Overall, the findings of this study suggest that teachers in Delta and Edo States are highly self-motivated,
emotionally intelligent, and perform effectively in their professional roles. More importantly, self-motivation
serves as a significant predictor of job performance, while emotional intelligence moderates this relationship by
amplifying its positive effects. Teachers who blend self-motivation with emotional stability and interpersonal
awareness are more likely to maintain high levels of performance and effectiveness in the classroom. These
outcomes collectively underscore the psychological and emotional foundations of teacher performance and the
need to prioritize them in professional development initiatives.
CONCLUSION
The results of this study clearly indicate that self-motivation and emotional intelligence are key factors
influencing teachers' job performance in Delta and Edo States. Teachers in both states demonstrated high levels
of self-motivation, emotional intelligence, and job performance, indicating a strong internal drive and emotional
stability that enhance their effectiveness in teaching and classroom management. The study established that self-
motivation significantly predicts teachers’ job performance, while emotional intelligence further strengthens this
relationship by enabling teachers to regulate their emotions, maintain positive relationships, and remain resilient
in challenging situations.
In conclusion, teachers who are both self-motivated and emotionally intelligent tend to exhibit superior job
performance. This underscores the need for educational administrators and policymakers to focus on developing
teachers’ motivational and emotional competencies as part of ongoing professional development and capacity-
building programmes in schools.
RECOMMENDATIONS
Based on the findings and conclusions of this study, these recommendations are put forward:
1. School management and educational authorities should design and implement professional development
programmes that emphasize self-motivation and emotional intelligence in order to strengthen further
teachers’ psychological readiness and workplace resilience.
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2. Teacher training institutions should incorporate modules on self-motivation, emotional regulation, and
interpersonal competence into their curriculum to prepare future teachers for the emotional and
professional demands of the classroom.
3. Educational administrators should foster a supportive work environment that acknowledges and rewards
intrinsic motivation, thereby encouraging teachers to maintain at high performance levels without
depending solely on external rewards.
4. Government and policymakers should institutionalize regular workshops and seminars on emotional
intelligence to help teachers further effectively manage stress, improve communication, and maintain
positive relationships with students and colleagues.
5. Teachers themselves should engage in continuous self-development and reflective practices to strengthen
their motivation, emotional awareness, and adaptability in the face of professional challenges.
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