Vol. 12, Issue 3, 2024

Do Teacher’ Emotional Intelligence Matter in the Management of Disruptive Behaviour Among Students?

Dele P. Melekeowei

Abstract

The absence of corporal punishments in schools has been observed to result in the higher rate of disruptive behavior among secondary school students. This is linked to the instructors’ lack of emotional intelligence which in turn affects classroom instruction and administration. The study adopted the focus group discussion. Purposive sampling technique was used. The simple random sampling technique was used to select seven (7) teachers from two (2) schools (Public and Private). The research instrument comprised seven items discussed in an unstructured format and the result was transcribed. The participants comprised both male and female teachers whose teaching experience ranges between 5-12 years. The result showed thatteachers identified disruptive behavior to include students’ non-challant attitude towards basic instructions; teachers’ highlighted strategies for managing disruptive behaviors to include having right attitude towards school learning; chooses to stay away from aggressive situations and admit that emotional intelligence is a requirement in the management of disruptive behavior in schools.The study recommends that emotional intelligence training should be incorporated into the school teacher development programme and teachers’ should be trained and re-trained in other to manage disruptive behaviors in schools.

Keywords

Emotional Intelligence, Disruptive Behavior, Behavior Management.

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