EMOTIONAL INTELLIGENCE AND STRESS MANAGEMENT AMONG BUSINESS EDUCATION STUDIES TEACHERS IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE, NIGERIA

Abstract

This study examined emotional intelligence and stress management among Business Studies teachers in public secondary schools in Akwa Ibom State, Nigeria. The study was guided by five specific objectives, five research questions and five research hypotheses. A correlational research design was adopted for the study The population for the study comprised 720 Business Studies teachers in public secondary schools in Akwa Ibom State A sample size of 257 Business Studies teachers obtained using Taro Yamane's formula and selected using a multistage sampling technique was used for the study. The researcher developed instrument used in collecting data for the study was titled "Emotional Intelligence and Stress Management of Business Studies Teachers Questionnaires (EISMBSTQ)" The instrument was structured using a four-point rating scale and duly validated by three experts in the Faculty of Education and Faculty of Vocational Education, Library and Information Science, all in University of Uyo, Uyo Cronbach Alpha statistics was uied to obtain a reliability coefficient of 0.861 for the EISMBSTQ Regression analysis statistic was used in answering the research questions and in testing the null hypotheses at 0.05 level of significance. The findings of the study revealed that self-awareness, self-regulation, self-motivation, social awareness and empathy significantly influence stress management among Business Studies teachers in Akwa Ibom State Recommendations made among others included. teacher-training institutions should incorporate self-awareness development programmes into their instructional curriculum to help Business Studies teachers identify and understand their emotional triggers. This will enable teachers to recognize stress early and apply appropriate coping strategies Also, education authorities should strengthen programmes that enhance social awareness through cooperative learning, peer interaction and communication training Improved social awareness will help teachers build supportive relationships that reduce overall stress levels