This study investigated emotional intelligence and self-efficacy as correlates of job satisfaction among secondary school teachers in Ughelli-North Local Government Area of Delta state. A sample size of 400 respondents were used. The study used simple random sampling to select the schools and stratified proportional sampling to draw the sample. Six research questions and six null hypotheses were used. The design for the study was correlational design. The instruments used were Emotional Intelligence Scale (EMIS), General Self-Efficacy Scale (GSES) and Job Satisfaction Scales (JSS) for data collection. The reliability of the instruments (EMIS, GSES and JSS) were also determined using cronbach alpha method of internal consistency and the coefficients obtained were 0.814 for Emotional Intelligence Scale, 0.779 for Job Satisfaction Scale. Linear and multiple regressions were used to answer the research questions, while t-test and one way ANOVA associated with regression analysis were used to test the hypotheses. Self-Awareness of Emotional Intelligence significantly relates to Job Satisfaction among secondary school Teachers in Ughelli-North Local Government Area of Delta State. Some of the recommendations of the study are: School administrators, should provide a conducive working environment and appreciate teachers for a job well done. School Psychologists and counselors should organize seminars, workshops and training to educate teachers on emotional intelligence and how to develop high self-efficacy. Teachers should also read material on emotional intelligence. The implications of the result and suggestions for further studies were made
Keywords: Emotional Intelligence, Job Satisfaction and Teachers
