Exploring Emotional Intelligence Skills in Restoring Quality Outcomes in Education

This study therefore investigated the intricate relationship between teachers’emotional intelligence, academic self-concept of students and achievement ineconomics. A sample of 1080 students and 36 economics teachers were drawnfrom the population of senior secondary schools in Ibadan metropolis. Theinstruments for data collection were Teachers emotional intelligence scaleTEIS for college teachers (r =.611), Academic Self-concept scale ASCS (r=.824) and Economics achievement test point (r=.772.) Data were analysedand using the Pearson’s product moments correlation and multiple aggressionanalysis. The result shows the joint contributions of teachers’ emotionalintelligence and students’ academic self-concept in the model was found to bestatistically significant (F (2, 1077) = 27.048, p < 0.05) while the independentcontributions of teachers’ emotional intelligence (? = 0.075, t (1077) = 2.531, p= 0.012) and students’ academic self-concept (? = -.200, t (1077) = -6.702, p =.000) were also found to be statistically significant at 0.05 alpha levels. Basedon the findings of this study, it is safe to conclude that teachers’ emotionalintelligence is an integral part of the teaching-learning process that must beincorporated, developed and established meaningfully.