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
The ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in oneself and others is referred to as emotional intelligence. It has been reported that emotionally intelligent people make better team players and are better at motivating themselves and others. A growing body of research has focused on the importance of emotional intelligence characteristics as positive predictors of student and leader success. Positive mood has been linked to effective teaching in studies. Teachers who are in a good mood are more optimistic and determined to achieve future success for themselves and others (Onafowora L.2005).
Effective teaching and learning can encompass a wide range of factors, including teacher behavior (warmth, teacher demeanor (civility, clarity), teacher knowledge (of subject matter, of students), teacher beliefs, and so on. Effective teaching, on the other hand, is the ability to raise student achievement. Instead of simply accepting that some students cannot be engaged and will perform poorly, effective teachers strive to motivate and engage all of their students in learning. They believe that every student is capable of academic success and do everything they can to help each student succeed. Emotionally intelligent teachers are expected to teach effectively because they are aware of their own and their students’ strengths and weaknesses and, as a result, can adapt to classroom conditions. Because they are aware of their own strengths and weaknesses (BarOn,
2007), as well as their ability to hold themselves accountable for their actions, emotionally intelligent teachers are expected to produce better results (Fabio & Palazzeschi, 2008) by concentrating more and reinforcing their weaker areas than emotionally inept teachers. As a result, this study will conduct a critical analysis of the impact of teachers’ emotional intelligence on effective teaching-learning experiences in secondary schools.
1.2 THE PROBLEM’S STATEMENT
A quality education system is dependent on the effectiveness of its teachers because teachers have direct contact with students and have a significant impact on their learning and achievement (Anderson, 2004; Birwatkar 2014). Teachers must be able to form and maintain relationships with their students. In order to meet the needs of a diverse group of students, students must be taught in a variety of ways. By making students feel more at ease in the school setting, passionate teacher-student relationships improve student productivity and learning outcomes. Several researchers have also observed that highly emotionally intelligent teachers are well prepared to keep their students engaged in learning activities, which has a positive impact on their learning outcomes (Gibson & Dembo, 1984; Emmer & Hickman, 1991). This leads us to believe that teachers’ emotional intelligence has a positive impact on students’ learning outcomes, albeit indirectly through the mediation of other variables. Highly emotional intelligent teachers have a better understanding of their students’ behavioral and psychological well-being. They can also be more sensitive to their students’ disruptive behaviors, academic performance, and other factors.
Relationship administration. However, the subject of emotional intelligence has become a hot topic in secondary schools. Aside from other factors that contribute to an effective teaching-learning experience, teachers must have a high level of emotional intelligence. This is not only for their own benefit, but also to help them interact with and influence students at various levels of learning. Thus, the purpose of this study is to investigate the impact of teachers’ emotional intelligence on effective teaching-learning experiences in secondary schools.
1.3 THE STUDY’S OBJECTIVE
The goal of this study is to look into how teachers’ emotional intelligence affects effective teaching-learning experiences in secondary schools. It will specifically investigate the rationale for emotional intelligence. It will look into whether teachers’ emotional intelligence is beneficial.
to achieve effective teaching-learning experience. It will look into whether teachers’ emotional intelligence has an effect on learning outcomes.
1.4 THE STUDY’S IMPORTANCE
The study’s findings will educate teachers and educational stakeholders about the importance of emotional intelligence as a tool for promoting effective teaching-learning outcomes, as well as how it can be used to improve organizational commitment among secondary school teachers. This research will also serve as a resource for other scholars and researchers interested in conducting additional research in this field in the future, as well as a reference material for students.
1.5 THE STUDY’S OBJECTIVE
The purpose of this research is to look into how teachers’ emotional intelligence affects effective teaching-learning experiences in secondary schools.
It will investigate the reasoning behind emotional intelligence. It will look into whether teachers’ emotional intelligence contributed to an effective teaching-learning experience. It will look into whether teachers’ emotional intelligence has an effect on learning outcomes. This study’s scope is limited to selected secondary schools in Ibandan, Oyo State.
1.6 QUESTION FOR RESEARCH
1. What is the rationale for and significance of emotional intelligence?
2. What effect does teachers’ emotional intelligence have on the effective teaching-learning experience in secondary schools?
3. Does emotional intelligence in teachers contribute to an effective teaching-learning experience?
4. Do you believe teachers’ emotional intelligence has an impact on student learning outcomes?
1.7 THE STUDY’S LIMITATIONS
During the course of this research, the following factors may pose a limitation.
Financial constraint- Inadequate funds
to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).
Time constraint- The researcher will conduct this study alongside other academic work. As a result, the amount of time spent on research will be reduced.
1.8 TERM DEFINITION
Emotional intelligence (EQ) is the ability to understand, use, and manage one’s own emotions in positive ways in order to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict.
Effective Teaching: There are numerous ways to define effective teaching, including teacher behavior (warmth, civility, clarity), teacher knowledge (of subject matter, of students), teacher beliefs, and so on. Effective
Teaching is defined as the ability to increase student achievement.
Learning Experience: A learning experience is any interaction course, program, or other experience in which learning occurs, whether it occurs in a traditional academic setting (school classrooms) or a non-traditional academic setting (outside of school locations, outdoor environment, or both).
A teacher is someone who assists students in gaining knowledge, competence, or virtue.
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 end of a unit of study, as well as how well they should be expected to achieve those outcomes. It specifies both the content of learning and how it will be demonstrated.
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