Catherine Chinyere Ukala


This study investigated the management of teachers’ social intelligence as a correlate of their productivity in secondary schools in Rivers State, Nigeria. The study adopted a correlation research design. The population of the study consisted of 6850 teachers from the 247 public secondary schools in Rivers State. A sample of 1185 respondents was drawn from the target population of 6850 teachers in senior secondary schools in Rivers State. Stratified random sampling technique was used. Two self structured instruments titled Management of Teachers’ Social Intelligence Scale (MTSIS) and Teachers’ Job Productivity Scale (TJPS) were used for data collection. Face and content validities were ensured by experts in the relevant areas. The reliability coefficients of 0.89 and 0.78 were computed for MTSIS and TJPS through Cronbach alpha statistics. Research questions 1, 2, and 3 were answered using simple regression while 4 was answered using multiple regression. Hypotheses 1, 2, and 3 were tested using t-test associated with simple regression while Analysis of Variance (ANOVA) associated with multiple regression was used to test hypothesis 4 at 0.05 level of significance. It was found among others that teacher’ social intelligence skills management jointly significantly predicted job productivity in secondary schools in Rivers State, Nigeria.Moreso, self-awareness, self-regulation and social skills independently predicted job productivity in secondary schools in Rivers State, Nigeria.It was recommended that teachers should be proactive in knowing his/her social disposition as well as that of others.Furthermore, the teachers should always define and maintain a standard in any relationship with colleagues and students in order to regulate and sustain a harmonious relationship.


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