Motivational Skill and Stress Management Factors of Emotional Intelligence as Correlate of Teachers’ Instructional Leadership in Secondary Schools in South East, Nigeria

The study ascertained the relationship between motivational and stress management factors of emotional intelligence and teachers’ instructional leadership in public secondary schools in South East, Nigeria. The study adopted a correlational survey design. Two research questions and two null hypotheses formulated and tested at 0.05 level of significance guided the study. The population of the study comprised 16023 male and female teachers in the 1140 public secondary schools in 21 education zones in five states in the South Eastern States of Nigeria. The sample for this study comprised 381 teachers from all the five states in South East Nigeria. The sample is determined using Taro Yamen's 1973 formula, which is suitable for estimating population proportions with a specified degree of accuracy. The instrument for data collection were three sets of the researcher’s self-developed questionnaire titled; “Motivational and Stress Management Factor Emotional Intelligence Questionnaire ((MSMFEIQ) and Teachers’ Instructional Leadership(TILQ)”. The instruments for data collection were validated by three experts, two from the Department of Educational Management and one from Science Education, majored in Test and Evaluation all from Michael Okpara University of Agriculture, Umudike. Cronbach alpha statistic was used to determine the internal consistency of MSMFEIQ and TILQ which yielded an index of .75, and 81 for (MSMFEIQ, and TILQ respectively. Five briefed Research Assistants helped in the administration and collection of the instruments. Data collected were analysed using Pearson Product Moment Correlation to answer the research questions while linear Regression statistics was used to test all the null hypotheses. Based on the result of the analysis, the study finds that; Motivational factor of emotional intelligence significantly to a positive very high extent correlate with teachers’ instructional leadership in public secondary schools in South East; that Stress management motivational factor of emotional intelligence significantly to a positive very high extent correlate with teachers’ instructional leadership in public secondary schools in South East.Based on the findings of the study, the researchers recommended that Government and school administrations should devise strategies for regular motivation of teachers in their respective schools through enhanced incentives, allowances and awards.

motivation skill, stress management, emotional intelligence

1. Adair, D., & Bucolo, A. (2019). Teacher motivation, collegial feedback, and teacher change: A qualitative study. Teaching and Teacher Education, 85, 63-74. [Google Scholar] [Crossref]

2. Dornyei, F. S. (2021), Accommodation and Job performance of secondary school teachers in Ghana. Navrongo: University for Develop Studies Publishers. [Google Scholar] [Crossref]

3. Hawkins, R. (2018). Teachers' perceptions of emotional intelligence in relation to their affective teaching behaviours. Journal of Research in Childhood Education, 22(3), 260-272.) [Google Scholar] [Crossref]

4. Janak, P. (2020). Teacher motivation and instructional strategies: A correlational study. Education Policy Analysis Archives, 28(46), 1-36. [Google Scholar] [Crossref]

5. Kaviani, H., Mohammadi-Mehr, S., & Pejhan, M. (2022). "Teacher stress: Sources and stress management strategies." Journal of Education and Learning, 11(2), 1-20 [Google Scholar] [Crossref]

6. Leary, M. R. (2015). Emotional intelligence and Leadership: A meta-analysis. Journal of Organizational Behaviour, 36 (5), 619 - 649 [Google Scholar] [Crossref]

7. Lee, J., & Rose, J. (2020). Teacher motivation and the implementation of inquiry-based science instruction: An exploratory study. Journal of Science Education and Technology, 29(3), 635-650. [Google Scholar] [Crossref]

8. Leow, L., & De Souza, R. (2020). The role of emotional intelligence and teacher self-efficacy on teacher well-being: A study of pre-service teachers in Singapore. Teaching and Teacher Education, 88, 102964 [Google Scholar] [Crossref]

9. Li, J., & He, H. (2022). "The relationship between emotional intelligence and teacher leadership: the mediating role of adaptive beliefs." Emotional and Behavioural Difficulties, 27 (4), 280-291. [Google Scholar] [Crossref]

10. Luthans, F., & Eddy, N. (2022). "Teacher resilience and student learning: The role of stress management." Journal of Educational Psychology, 114 (6), 1645-1661. [Google Scholar] [Crossref]

11. MacDonald, A., & Boudreau, K. (2022). "Teacher stress management: A case for mindfulness-based interventions." Teacher Education and Special Education, 45(3), 191-203. [Google Scholar] [Crossref]

12. Ogedi. P. O. (2021). Mobile application technologies and managing learning strategies as correlates of lecturers instructional effectiveness in public universities in south east, Nigeria. Unpublished Ph.D. Dissertation, submitted the School of Postgraduate Studies, Michael Okpara university of Agriculture Umudike Nigeria. [Google Scholar] [Crossref]

13. Rajput, S., Iqbal, A., Ali, M. B., & Syed, H. (2019). Stress management as a determinant of the academic performance of teachers. [Google Scholar] [Crossref]

14. Salovey, P., & Mayer, J. D. (2019). Emotional intelligence. In W. Damon (Ed.), Handbook of child psychology and developmental science 3, 137-164. New York, NY: Wiley. [Google Scholar] [Crossref]

15. Swiler, A., & Wu, S. (2021). "Teacher stress management as a pathway to instructional leadership." Educational Leadership, 78(5), 7 - 11. [Google Scholar] [Crossref]

16. Väänänen-Vainio-Mattila, K., Kivimäki, M., & Toppinen-Tanner, S. (2020). "Teacher stress and stress management: A systematic review." Frontiers in Psychology, 11, 1 - 22. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study