Emotional Intelligence and Self-Efficacy as Predictors of Career Commitment of Secondary School Teachers in Ondo State, Nigeria

Dr Moyosola Jude Akomolafe


The purpose of the study was to examine relative and joint influence of emotional intelligence and self-efficacy on career commitment of secondary school teachers in Nigeria. The descriptive research design of survey type was adopted for the study. The population of the study comprised eight thousand five hundred and fifteen (8,515) secondary school teachers in Ondo State, Nigeria. Proportionate stratified random sampling technique was used in selecting two hundred and fifty (250) secondary school teachers for the study. Three standardized instruments namely: Emotional Intelligence Scale (EIS), General Self-Efficacy Scale (GSES) and Career Commitment Scale (CCS) were adopted for the study. Three research questions were raised and data collected were analyzed through Multiple Regression Analysis. The results showed that emotional intelligence and self-efficacy significantly predicted teachers’ career commitment. In addition, the two variables when taken as a whole significantly predicted career commitment among secondary school teachers. The researcher recommended that secondary school teachers should be exposed to some psychological interventions such as emotional intelligence and self-efficacy training programmes to enhance their career commitment.

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