Emotional Intelligence and Workplace Conflict Resolution Strategies among Secondary School Teachers in Ikot Ekpene and Itu Local Government Areas of Akwa Ibom State

Abstract

The study investigated the relationship between emotional intelligence and workplace conflict resolution strategies among secondary school teachers in Ikot Ekpene and Itu Local Government Areas of Akwa Ibom State, Nigeria. Specifically, the study investigated the relationship between self-regulation, social skills, empathy, self-awareness, motivation, and workplace conflict resolution strategies among secondary school teachers. Three research questions and three null hypotheses guided the study. The study adopted a correlational research design. The population of the study consisted of 1,012 secondary school teachers in public secondary schools in the study area. A sample of 540 teachers was selected using the proportionate stratified random sampling technique. The instrument used for data collection was a structured questionnaire titled Emotional Intelligence and Workplace Conflict Resolution Strategies Questionnaire (EIWCRSQ). The instrument was face-validated by three experts, while its reliability was established using Cronbach's Alpha, which yielded coefficients of 0.81 for self-regulation, 0.78 for social skills, 0.80 for empathy, 0.77 for self-awareness, 0.79 for motivation, and 0.83 for workplace conflict resolution strategies, with an overall coefficient of 0.80. Data were analyzed using Pearson Product Moment Correlation statistics at a 0.05 level of significance. The findings revealed that there was a high positive significant relationship between self-regulation and workplace conflict resolution strategies (r = 0.68, p < 0.05), social skills and workplace conflict resolution strategies (r = 0.72, p < 0.05), empathy and workplace conflict resolution strategies (r = 0.64, p < 0.05), and motivation and workplace conflict resolution strategies (r = 0.61, p < 0.05). The study also found a moderate positive significant relationship between self-awareness and workplace conflict resolution strategies (r = 0.59, p < 0.05). Based on the findings, it was concluded that emotional intelligence plays a significant role in enhancing workplace conflict resolution strategies among secondary school teachers. It was recommended, among others, that school administrators should organize regular training programs on emotional intelligence and conflict resolution strategies to improve teachers’ interpersonal effectiveness and workplace harmony.