TEACHERS’ EMOTIONAL INTELLIGENCE AS INFLUENCINGSTUDENTS’ READINESS TO LEARN SOCIAL STUDIES INILORIN SOUTH, NIGERIA

Abstract
This study investigated teachers’ emotional intelligence as a predictor of students’ readiness to learn Social Studies in Ilorin South Local Government Area, Kwara State, Nigeria. Th e study adopted a correlational research design. The population comprised upper basic secondary school students and their Social Studies teachers in both public and private schools. A sample of 300 students was selected using a
multi stage sampling procedure. Data were collected using a researcher designed questionnaire validated by experts, with a reliability coefficient of 0.83. Descriptive statistics and regression analysis were used to analyse the data. Findings revealed that both male and female teache rs possessed high levels of emotional intelligence, with no significant gender difference observed. Additionally, students demonstrated a high level of readiness to learn Social Studies, with 72.3% exhibiting high readiness. The study further found a significant relationship between teachers’ emotional intelligence and students’ readiness to learn Social Studies (F = 127.61, p < 0.05). Teachers’ emotional intelligence accounted for 30% of the variation in students’ readiness to learn. The study concluded that teachers’ emotional intelligence significantly influences students’ readiness to learn Social Studies. It was recommended that teachers should regularly engage in psychological assessments to maintain optimal emotional intelligence, while school administrators should provide support systems to ensure teachers’ emotional well being.

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