Head Teachers’ Emotional Intelligence and Job Performance as Perceived by Primary School Teachers in Delta State, Nigeria

Abstract

This study examined head teachers’ emotional intelligence and job performance as perceived by primary school teachers in Delta State, Nigeria. The research adopted descriptive survey method. A total of 519 teachers comprised the sample size. The simple random sampling was applied. The "Head Teachers Emotional Intelligence and Job Performance Levels Questionnaire (HTEIJPLQ)," a self-developed questionnaire derived from many standard instruments on organizational leaders' emotional intelligence evaluation and job performance indicators of school heads, were used to gather data. The instrument's face and content validity were assessed.   The reliability of the instrument was determined using the test re-test approach. This indicated 0.82 and 0.7 (r).  The data were analysed using mean score and standard deviation for research questions 1 and 2 at 2.250 as bench mark, PPMCC for 3 and linear regression at the 0.05 level of significance for the hypothesis. The results showed that Delta State primary school teachers thought their head teachers were emotionally intelligent and did their jobs well. Additionally, a favourable correlation between head teachers' work performance and emotional intelligence was found; however, this association was not statistically significant. Therefore, it was suggested that the appropriate government organizations provide head teachers with training on how to raise their emotional intelligence and perform better on the job.