An Evaluation of the Relationship between Emotional Intelligence and Job Satisfaction among Secondary School Teachers in Abakaliki Metropolis, Ebonyi State

There are identified levels of institutional injustice and the unprofessional manner in which some principals in secondary schools manage work-related matters through the employment of personal emotions that can influence their judgement. These subjective decisions have frequently resulted in dissatisfaction among numerous subordinates, which has culminated in teachers' attrition. To the best of the authors' knowledge, no research has been conducted on this topic in Nigeria. Understanding this perspective in the context of secondary school teachers in Abakaliki Metropolis is of utmost research interest. The study employed a descriptive research design and utilised a purposive sampling method. The correlation coefficient estimation was used to test the collated data. The results from the correlation coefficient showed there is a positive and strong relationship between self-awareness, self-motivation, and emotional regulation among teachers’ job satisfaction. The study also revealed a positive and strong relationship between team collaboration and job satisfaction. In line with the ability model and two-factor theory, this study concludes that emotional intelligence as a subset of cognitive intelligence, focusing on recognising and managing emotions, is associated with job satisfaction. The practical policy implications suggest the need to encourage emotional management training, team collaboration, knowledge sharing, and enhanced office ambiance, among others.

Self-awareness, self-motivation, emotional

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