Teachers’ Demographic Factors and Emotional Intelligence among Junior High School Social Studies Teachers in Effutu, Ghana

Abstract

Emotional Intelligence (EI) is increasingly recognized as a critical competency for effective teaching, as it supports classroom management, empathy, and inclusive learning environments. Despite this importance, limited empirical attention has been given to how demographic characteristics influence EI, particularly among Junior High School (JHS) Social Studies teachers, whose subject requires sustained social interaction and value-based instruction. This study addresses this gap by examining the relationship between selected demographic variables including gender, academic qualification, teaching experience, and age and the emotional intelligence of JHS Social Studies teachers in the Effutu Municipality of Ghana. Guided by Daniel Goleman’s Theory of Emotional Intelligence, the study adopted a census approach and collected data from 67 teachers using structured questionnaires. Data were analyzed using descriptive statistics and multiple regression analysis. The main findings reveal that JHS Social Studies teachers generally exhibit high levels of emotional intelligence (M = 3.59), particularly in self-awareness, self-management, and social awareness, while relationship management skills were only moderate. The analysis further showed that gender, academic qualification, and teaching experience did not significantly predict teachers’ EI. Notably, the study uncovered a counterintuitive age-related effect, with age emerging as a significant negative predictor of emotional intelligence. Younger teachers (20-40 years) demonstrated higher EI than older teachers (41 years and above), challenging the common assumption that emotional intelligence increases with age and professional experience. The practical implications of these findings suggest that emotional intelligence should be treated as a professional skill requiring ongoing development rather than as a trait acquired automatically through experience. Consequently, Effutu Municipal Education Directorate should deliberately incorporate emotional and relationship management into their training programs to strengthen teachers’ interpersonal competencies and enhance classroom effectiveness, regardless of teachers’ demographic backgrounds.