Comparative Analysis of Private Basic Schools Mathematics Teachers’ Emotional Intelligence on Conflict Management in Classroom

Abstract

This study compared Private Basic Schools Mathematics Teachers’ Emotional Intelligence on Conflict Management in Classroom Imo- State. Based on the objectives of the study five hypotheses were formulated and tested at 0.05 level of significant. Comparative survey research design was adopted in carrying out the study. The population of the study consisted of all the 1168 private basic school mathematics in Owerri educational zones 1 (Planning Research and Statistics Department, Imo State Universal Board). The sample of 380 private basic school mathematics teachers using purposive sampling technique. This involves urban (163 mathematics teachers) and rural (217 mathematics teachers). The instrument used for data collection was a 50-item structured questionnaire titled: Mathematics teachers Emotional Intelligence on conflict management (MTEICM). The instruments used for data collection were Mathematics teachers Emotional Intelligence on conflict management (MTEICM). The validity of the instruments was determined by two experts in mathematics education and one expert in educational psychology. The reliability of the instrument was determined using Cronbach reliability method which yielded reliability coefficients of 0.88. Data collected were analyzed using t-test at 0.05 level of significant. that there no significant difference between rural and urban private basic Schools Mathematics Teachers’ Emotional Intelligence (self-awareness, self-regulation, motivation, empathy, and social skills) on Conflict Management in Classroom. Therefore, it was recommended that training and professional development opportunities to enhance mathematics teachers’ emotional intelligence skills, focusing on conflict management strategies.