Psychological Variables and Classroom Emotional Climate of Public Primary SchoolTeachers in Boki Local Government Area of Cross River State, Nigeria.
Main Article Content
Abstract
The purpose of this study was to examine psychological variables and classroom emotional climate among primary school teachers in Boki Local Government Area of Cross River State, Nigeria. To achieve the purpose of this study, three null hypotheses were generated to direct the study. Literature review was done according to the variables under study. Survey research design was adopted for the study. Due to the manageable size of the population of the study, the researcher made use of the entire population (census) of two hundred (200) teaches and four hundred (400) learners. Two instruments were used for data collection; the Classroom Emotional Climate of Teachers (CECT) and the Teacher Psychological Variables (TPV). The instruments were subjected to face validation by three experts in measurement and evaluation
in the Faculty of Education, University of Calabar. The reliability estimate of the instrument was established through the Cronbach alpha reliability method. The reliability coefficient rages from .76 to .85. One-Way Analysis of Variance (ANOVA) was the statistical analysis technique adopted to test the hypotheses under study. All hypotheses were subjected to testing at .05 level of significance. The results of the analysis revealed that, teachers’ motivation, emotion and teachers’ anxiety significantly influence classroom emotional climate. Based on the findings it was recommended among others that , the government in charge of primary level of education should endeavor to improve on teachers’ welfare, promotion and retraining as these could improve their classroom emotional climate, and enhance the learner’s
performance and academic achievement.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published in TJESDS are under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows others to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material for any purpose, even commercially
Under the following terms:
Attribution — Proper credit must be given to the original author(s) and source, including a link to the license.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
For more information, visit: https://creativecommons.org/licenses/by/4.0
How to Cite
References
Abang, K. B. (2010). Home environment, anxiety disorders and indiscipline among secondary school students in Cross River State, Nigeria (Unpublished doctoral dissertation). University of Calabar, Nigeria.
Abang, K. B. (2023). Child discipline in the 21st century: The role of parents and teachers. Prestige Journal of Counselling Psychology, 6(1), 101–106.
Abang, K. B., & Amalu, M. N. (2018). Need satisfaction, school type, and indiscipline behaviour among secondary school adolescents in Cross River State, Nigeria. Card International Journal of Educational Research and Management Technology, 3(1), 26–36.
Ahmed, I. (2015). Relationship between depression and academic achievement of students: A case of government secondary schools in District Swabi, KPK, Pakistan. International Journal of Social Science and Education, 3(2), 361–369.
Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Social withdrawal and adjustment in adolescence. Canadian Journal of Behavioural Science, 47(2), 175–183.
(Article title inferred—please confirm if accuracy is required.)
Denga, D. I., & Denga, H. M. (2007). Child parenting in the developing nation: Challenges and prospects. Rapid Educational Publishers.
Dibang, S. T. (2012). Classroom climate variables and primary school management effectiveness in Calabar South Local Government Area, Cross River State, Nigeria (Unpublished master’s thesis). University of Calabar, Nigeria.
Ebenegbu, G. (2017). Legit. https://www.legit.ng
(Retrieved June 19, 2020).
Essien, P. S. (2012). Students’ anti-social behaviour and how to curb them. Supreme Press.
Geddes & Grosset. (2010). Webster’s universal dictionary & thesaurus. Geddes & Grosset.
Iheanacho, R. A. E. (2016). Psychology of learning. GOC International Publishers.
Iheanacho, R. A. E., Okon, A. E., Amalu, M. N., & Abang, K. B. (2023). Developmental psychology. University of Calabar Press.
Isangedighi, A. J. (2007). Child psychology: Development and education. Eti-Nwa Associates.
Isangedighi, A. J. (2011). Learning disabilities. In A. J. Isangedighi (Ed.), Essentials of learning (pp. xx–xx). Eti-Nwa Associates.
Keny, P., & Mbo, C. T. (2018). Abnormal psychology: An introduction. Assurance Press. Mane. (2012).
Owan, V. J., & Ekpe, M. B. (2018). Classroom management variables and primary school system effectiveness in Calabar South Local Government Area, Cross River State, Nigeria. International Journal of Educational Administration, Planning and Research, 10(2), 87–100.
Ozoji, E. D., Nwachukwu, G. C., & Kolo, I. A. (2016). Modern trends and practices in special education. Foremost Education Service.
Ryan, R. M., & Deci, E. L. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Skinner, M. T. (1971). Effect of social deprivation as satiation on verbal conditioning in children. Journal of Comparative Psychology, 55(9), 53–67.
Ukpong, E. M. (2020). The psychology of human growth, development and learning. University of Calabar Press.
Umo, U. A., Mgban, A. N., & Abang, K. B. (2019). Psychology of leisure and creative learning for the Nigerian child. Interdisciplinary Journal of Science Education, 1(1), 36–44.