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EMOTIONAL
INTELLIGENCE AND IMPROVED PROFESSIONALISM OF TEACHERS
ABSTRACT
This study
investigates the influence of emotional intelligence and improved
professionalism of teachers. A case study of selected schools. Four schools
were used for this study, two private and two public schools. The data of this
research was obtained through the use of questionnaire which elicit information
on the level of awareness of emotional intelligence among teachers and its
relation to their classroom management, teaching methodology and the academic
performance of their students. The result of the study revealed that the
experienced teacher has high level of emotional intelligence while the entry
level teachers has a low level of intelligence. The private school teachers has
a higher level of awareness than the public school teachers. In our findings it
was discovered that there is a strong relationship between Emotional
Intelligence and academic performance suggesting the potential for enhancing
social emotional learning (SEL) in graduate classrooms
CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND TO THE STUDY
The teaching
profession, unlike others, has to do with the moulding of children with
different traits to become good citizens. The proper education of the youths of
a nation cannot be overemphasized, as it is the only way in preparing them to
fare better and bring innovations into their life and to the society. Proper
education is not only instruction in school subjects and cannot take place in
isolation from the emotions of the child. Teachers deal with extroverts,
introverts, very intelligent and upcoming, hardworking and lazy, and a whole
lot of different behaviours. Yet a professional teacher is not to hate anyone
and should not show love for one above the other. In other words, the teacher
should not be partial. Many students do not perform well in some subjects
because of the teacher handling the subject. A teacher’s success depend largely
on the success of his or her students. A teacher needs to show good mastery of
the subject matter he or she is teaching but more than that, he needs to be
emotionally intelligent to have superior performance.
For teachers
to be able to excel at their jobs, they need to be emotionally intelligent.
Emotional intelligence can be defined as the ability to monitor one's emotion
and other people's emotions, to discriminate between different emotions and
label them appropriately and to use emotional information to guide thinking and
behavior (Goleman, 1995). Emotional intelligence also reflects abilities to
join intelligence, empathy and emotions to enhance thought and understanding of
interpersonal dynamics (Mayer, 1997).
Goleman
(1995) said there is an old fashioned word for the body of skills that
emotional intelligence represents, which he called Character. Who will take the
responsibility of creating a nation whose foundation is character? Teachers
play the central role in cultivating character by inculcating self-discipline
and empathy. The teachers who will be imparting these skills in schools also
need to practice them. In putting this to practice, at the first place,
teachers need to be trained to be Emotionally Intelligent. For this, teacher
educators should be aware of the importance of Emotional Intelligence in
Education. In fact, most educators know about the importance of imparting
Emotional Intelligence training to the students but little effort is putin to
implement this.
Our
emotional intelligence determines our potential for learning the practical
skills that are based on its five elements: Self-awareness, Motivation,
Self-regulation, Empathy and Adeptness in relationships. Our emotional
competence shows how much of that potential we have exhibited in the way we do
our job as teachers.
Boyatzis
(2008) found in his study that Emotional Intelligence competencies can be
developed in students. Singh (2003) found that different professionals need
different levels of Emotional Intelligence for success. Teachers need to be
highly Emotionally Intelligent to be successful.
The present
study is conducted with a view to assess the Emotional Intelligence of teachers
through its components; Self Awareness, Self-Management, Social Awareness and
Social Skills in relation to how well they manage their classroom, plan and
deliver lesson and its impact in improving them professionally.
1.1 STATEMENT OF THE PROBLEM
Various
research works have been conducted and concluded in the past on the topic
emotional intelligence as its use translate to better performance on a job. One
common observation from the researchers’ works is that they try to narrow down
emotional intelligence as one of the survival skill and needed quality in the
21st century job market. The need to carry out a research on the emotional
intelligence and improved professionalism of teachers is paramount as this
research intends to fill this lacuna by integrating teachers and the students
as well in the study.
Students
tend to excel at subjects that an empathic teacher is teaching. The behavior or
attitude of teachers have sent some children away from school. No parent wants
a teacher who treats his or her child badly or disciplines for no reason.
Parents of children who are not doing well want teachers that are patient,
kind, tolerant and will encourage their children.
Students
having challenges need teachers to confide in but then not just any teacher. If
they cannot get any, they confide in friends who sometimes lead them astray.
1.2 PURPOSE OF THE STUDY
The main
purpose is to investigate how emotional intelligence will bring about improved
professionalism of teachers.
1.3 OBJECTIVE OF THE STUDY
The main
objective of this study is to examine the effect of emotional intelligence and
how it can improve teachers’ professionalism. In order to achieve this
objective, other specific objectives are to:
i. Evaluate the level of awareness of
teachers about emotional intelligence
ii. Ascertain the impact of emotional
intelligence on classroom management.
iii. Establish the link between emotional
intelligence and teaching methodology
iv. Relate the influence of teachers’
emotional intelligence and its effects on the academic performance of the
students.
1.4 RESEARCH QUESTIONS
The
understanding of this research work shall be geared towards generating
necessary information to the question below:
1. What is the level of awareness of
teachers about emotional intelligence?
2. What is the impact of emotional
intelligence on classroom management?
3. How can emotional intelligence
influence the teaching methodology adopted by a teacher?
4. How does the teachers’ emotional
intelligence affect the academic performance of the students?
1.5 SIGNIFICANCE OF THE STUDY
The
relevance of this study is the usefulness of the conclusion and recommendations
that would be derived at the end of the research work. This research work will
provide the practicing teachers and the new teachers with the requisite
elements of emotional intelligence which will get them better prepared to
handle the teaching learning exercise of the 21st Century and also make them
exhibit skills which will make them more professional in the way they carry out
their job.
It will
enable government and school administrators to better understand this thematic
topic to be able to train current and would-be teachers.
Secondly,
the outcome of this research would inform government, policy makers and teacher
education institutions to include emotional intelligence as one of the
qualities teachers should possess thereby looking out for it during observation
and inspection process.
Also, the
outcome of the work will serve as a reference and tool for further research and
study by prospective researchers on the thematic topic.
1.6 SCOPE OF THE STUDY
This study
will cover four secondary schools in Lagos State. Two schools would be selected
from the government owned schools and privately owned schools.
The study
will aim at Literacy and Numeracy teachers in the selected schools as these are
some of the core subjects needed for the pupils assessment.
1.7 OPERATIONAL DEFINITION OF TERMS
EMOTIONAL
INTELLIGENCE: It is the ability of individuals to recognize their own and other
people’s emotions, to discriminate between different feelings and label them
appropriately and to use emotional information to guide thinking and behavior.
CLASSROOM
MANAGEMENT: It is the term used by teachers to describe the process of ensuring
that classroom lessons run smoothly despite disruptive behaviors by students.
PROFESSIONALISM:
this is defined as the conduct, aims, or qualities that characterize or mark a
profession or professional person. It involves the set of skills, good
judgement, and polite behavior that is expected from a person who is trained to
do a job well.
TEACHING
METHODOLOGY: This comprise the principles and methods used for classroom
instruction to be implemented by teachers to achieve the desired learning in
students. These strategies are determined partly on subject matter to be taught
and partly by the nature of the learner.
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