EMOTIONAL INTELLIGENCE AS PREDICTOR OF CLASSROOM ADJUSTMENT AND ACADEMIC ACHIEVEMENT AMONG PRE-SERVICE SCIENCE TEACHERS IN COLLEGES OF EDUCATION IN LAGOS AND OGUN STATES, NIGERIA

Abstract

This study examined emotional intelligence as predictor of classroom adjustment and academic achievement among pre-service science teachers in Colleges of Education in Lagos and Ogun States, Nigeria. Specifically, the study investigated the level of emotional intelligence, classroom adjustment, and academic achievement among pre-service science teachers, as well as the relationship between emotional intelligence and classroom adjustment. Five research questions and three null hypotheses guided the study. The study adopted a predictive correlational research design. The population of the study comprised 1,248 NCE II and NCE III pre-service science teachers drawn from selected Colleges of Education in Lagos and Ogun States, Nigeria. A sample size of 420 respondents was selected using purposive, stratified, and simple random sampling techniques. The instrument used for data collection was a researcher-developed questionnaire titled “Emotional Intelligence, Classroom Adjustment and Academic Achievement Questionnaire (EICAAAQ).” The instrument was validated by experts in Educational Psychology, Guidance and Counselling, and Science Education. Cronbach Alpha reliability method was used to establish the reliability of the instrument, and a reliability coefficient of 0.88 was obtained. Data collected were analyzed using mean, standard deviation, Pearson Product Moment Correlation, and Simple Linear Regression analysis. The findings revealed that pre-service science teachers possessed high levels of emotional intelligence and classroom adjustment, while their academic achievement was moderately high. The study further established that emotional intelligence had significant relationship with classroom adjustment and significantly predicted academic achievement among the respondents. The study concluded that emotional intelligence contributes meaningfully to students’ classroom adjustment and academic success. The study therefore recommended the integration of emotional intelligence development programmes into teacher education curriculum and counselling services in Colleges of Education.