Self-Motivation as Predictor of Teacher Job Performance: The Moderating Role of Emotional Intelligence in Public Secondary Schools in Delta and Edo States

Abstract

This study investigated the impact of self-motivation on teacher job performance, with a specific focus on the moderating effect of emotional intelligence in public secondary schools in Delta and Edo States of Nigeria. A correlation survey research design was adopted, involving a population of 10,262 teachers across 792 public secondary schools in the six senatorial districts of both states. A sample of 387 teachers was selected using a multi-stage sampling method, incorporating both stratified and simple random sampling techniques. Data on self-motivation, emotional intelligence, and job performance were collected through validated structured questionnaires, with reliability testing conducted for the instruments. Analysis of the data involved calculating means, standard deviations, and Pearson’s Product Moment Correlation. The findings revealed that teachers in both states exhibited high levels of self-motivation, emotional intelligence, and job performance. A significant positive relationship between self-motivation and job performance was observed, with emotional intelligence serving as a significant moderator in this relationship. The study concluded that both self-motivation and emotional intelligence are essential factors in enhancing teacher effectiveness and performance. It recommended that professional development programs should emphasize strengthening teachers' motivational and emotional skills to enhance further performance and maintain educational quality in public secondary schools.