Emotional Intelligence and Classroom Management among Private Secondary School Teachers in Isolo LCDA in Lagos State, Nigeria.

Abstract

Effective classroom management is essential for creating a positive learning environment where students can thrive academically and socio-emotionally. While traditional approaches to classroom management often focus on behaviour modification techniques, there is growing recognition of the importance of emotional intelligence (EI) in fostering positive teacher-student relationships, promoting self-regulation, and mitigating disruptive behaviours. This study examines the effect of emotional intelligence on class management among teachers in private secondary schools in Isolo LCDA in Lagos State.  The study population consisted of all the teachers in private secondary schools in Isolo LCDA. The sample size of this study consisted of 300 selected respondents. To elicit information from the respondents, a self-designed questionnaire that consisted of 10 items was used for data collection. The study was highly descriptive and inferential as it involved using tables, frequencies, and simple percentages as the basic statistical technique employed to analyse the raw data.  A chi-square statistical tool was adopted to test the hypothesis.  Findings from the study revealed that emotional intelligence has a positive effect on class management. Emotional intelligence training should therefore, be offered as a module during pre-service training of teachers.