Emotional Intelligence and Workplace Adjustment of Secondary School Teachers in Uyo Local Government Area of Akwa Ibom State, Nigeria

Abstract

This study investigated the relationship between emotional intelligence components (self-awareness, self-regulation, and social skills) and workplace adjustment of secondary school teachers in Uyo Local Government Area of Akwa Ibom State. The study adopted a correlational research design. The population comprised all secondary school teachers in the study area, while a sample of 562 teachers was selected using appropriate sampling techniques. Data was collected using a structured tool titled “Emotional Intelligence and Workplace Adjustment Questionnaire” (EIWAQ). The questionnaire was face-validated by experts. The reliability of the instrument was established using the internal consistency method. The data obtained were analyzed using Cronbach's alpha statistics, and an overall reliability coefficient of 0.81 was obtained. Pearson product-moment correlation statistics were used to analyze the data at a 0.05 level of significance. The findings revealed that self-awareness has a moderate positive and significant relationship with workplace adjustment (r = 0.52, p < 0.05), self-regulation has a strong positive and significant relationship (r = 0.73, p < 0.05), while social skills have a very strong positive and significant relationship (r = 0.83, p < 0.05) with workplace adjustment. Based on these findings, it was concluded that self-awareness, self-regulation, and social skills components of emotional intelligence play a crucial role in enhancing teachers’ ability to adapt effectively to workplace demands. The study recommended, among others, that educational authorities and school administrators in Akwa Ibom State should organize training programs to enhance teachers’ emotional intelligence skills and promote effective workplace adjustment.