Emotional Intelligence as Correlate of Acquisition of Pedagogical Skills among Secondary School Chemistry Teachers in Enugu State, Nigeria
DOI:
https://doi.org/10.48047/k9jm1f66Keywords:
achievement in Chemistry, Chemistry teachers, emotional Intelligence, pedagogical skillsAbstract
Chemistry is a key subject in promoting scientific and technological advancement. The imperative about
improving students’ learning outcomes in Chemistry is also about ensuring the quality of Chemistry
teachers. This study explored the correlation between emotional intelligence and the acquisition of
pedagogical skills among Chemistry teachers. It was designed to address three research questions and
test three hypotheses. Utilizing a correlational research design, a sample of 64 Chemistry teachers was
selected through a multi-stage sampling process. Data collection involved two instruments: the
Chemistry Teachers’ Emotional Intelligence Scale (CTEIS) and the Chemistry Teachers’ Pedagogical
Skills Acquisition Observational Rating Scale (CTPSAORS). The internal consistency of the CTEIS,
assessed via Cronbach's Alpha, was 0.792, and the inter-rater reliability of the CTPSAORS, calculated
using Kendall's Coefficient of Concordance, was 0.931. Data analysis was performed using SPSS version
25.0, with Pearson Product Moment Correlation Coefficient and the Hayes PROCESS macro employed
to examine the research questions. Hypotheses were tested through analysis of variance (ANOVA) and
Hayes PROCESS macro at a 0.05 significance level.
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