EMOTIONALLY INTELLIGENT SCHOOL LEADERSHIP AND TEACHER MOTIVATION CULTURE IN CROSS RIVER STATE PUBLIC SECONDARY SCHOOLS, NIGERIA

Abstract

This study examined emotionally intelligent school leadership and teacher motivation culture in Cross River State public secondary schools. A correlational design was adopted for this study. The population comprised 4,473 teachers in all 290 public secondary schools in Cross River State. A stratified random sampling technique was adopted to select 626 public secondary school teachers in the three State education zones. Two research questions were generated to guide the study. One instrument, the “Emotionally Intelligent School Leadership and Teacher Motivation Culture Questionnaire” (EISLTMCQ), was used for data collection. Collected data were subjected to descriptive and inferential statistical analyses. The finding of this study revealed a significant relationship between self-awareness and Teacher Motivation Culture in Cross River State public secondary schools. The results further revealed that the relationship between Social Skills and intrinsic motivation and professional efficacy was not statistically significant. It was concluded that self-awareness was significant in Professional efficacy and overall Teacher Motivation Culture while insignificant with Extrinsic Motivation and Intrinsic Motivation, and that an increase in social skills was associated with a decrease in all the sub-variables of Teacher Motivation Culture. It was recommended that School management should ensure a comprehensive approach that considers self-awareness with a focus on intrinsic motivation, extrinsic motivation and overall teacher motivation as crucial for achieving teacher motivation in public secondary schools. In addition, school administrators should ensure overall teacher motivation in the schools by using self-awareness and social skills to actualize teacher intrinsic motivation and professional efficacy while upholding the school culture.