Effect of Emotional Intelligence On Job Satisfaction in Federal Unity Schools, FCT, Abuja, Nigeria (Published)
Addressing persistent teacher attrition and low morale, this study examined the impact of emotional intelligence (EI) on job satisfaction among teachers in Federal Unity Schools, Abuja. Specifically, it assessed how self-awareness and self-regulation influence workplace fulfillment. Using a descriptive survey design, data were collected via structured questionnaires from 332 teaching staff across six institutions, selected through stratified sampling and Bowley’s formula. Analysis using Pearson correlation and multiple regression (SPSS v.28) revealed a near-perfect positive relationship between EI and job satisfaction (R=0.973). Both self-awareness (β=0.471, p<0.05) and self-regulation (β=0.446, p<0.05) emerged as significant predictors, collectively accounting for 94.7% of the variance in satisfaction levels. The study concludes that EI is a critical psychological resource for professional resilience. Key recommendations include integrating EI training into professional development and fostering supportive institutional environments to improve teacher retention and well-being.
Keywords: Emotional Intelligence, Job Satisfaction, Self-Awareness, federal unity schools, self-regulation, teacher well-being
Self-Awareness and Business Educators’ Job Performance in Federal Universities, South-South, Nigeria (Published)
This study was conducted to examine the influence of self-awareness on business educators’ job performance in federal universities in south-south Nigeria. Self-awareness was decomposed into self-confidence, realistic self-assessment and self-depreciating sense of humor. Survey research design was adopted for the study. Population of the study was made up of 92 Business Educators in the five Federal Universities in South-South, Nigeria. The entire population was used as the sample owing to its small nature. Both primary and secondary sources of data were employed for the study. Purposive sampling technique was adopted while the research instrument was a structure questionnaire. Descriptive and Inferential statistics were used in analyzing the study. Findings revealed that self-confidence had a moderated correlation value of R-0.489 with a standardized coefficient β=0.538. Realistic self-assessment showed a standardized coefficient of β=0.737 while self-depreciating sense of humor had a standardized coefficient of β=0.961. From the findings, it was concluded that self-awareness has a positive significant influence on business educators’ in south-south, Nigeria. As recommendations, management of higher institutions should create more awareness about the importance of self-confidence to their business educators. Also, business educators should be encouraged to by managements of higher institutions to always have a realistic self-assessment. Management of universities in south-south Nigeria should endeavor to assess sense of humor when conducting the yearly appraisal via the employees’ appraisal forms.
Keywords: Job Performance, Self-Awareness, South-south Nigeria., business educators