ASSESSMENT OF THE IMPACT OF EMOTIONAL INTELLIGENCE ON STUDENT-TEACHERS’ EDUCATIONAL CHOICE: PERCEPTION OF TEACHER EDUCATORS

Abstract

This study investigated the impact of emotional intelligence on students' academic decisions as evaluated by teacher educators.

The issue discussed was the inadequate comprehension of how emotional abilities influence students' academic decision-making, encompassing topic choices and career planning. The objective was to evaluate teacher educators' perspectives regarding the

significance of essential emotional intelligence components in influencing these decisions. A descriptive survey research design was utilized. The sample comprised 102 teacher educators intentionally selected from the Faculty of Education at Alvan Ikoku Federal University of Education, Owerri. Data were gathered via a validated 20-item structured questionnaire, which exhibited a reliability coefficient of 0.84. Responses were assessed using a 5-point Likert scale and analyzed by

mean and standard deviation, with a threshold of 2.50. The findings indicated that emotional

intelligence substantially affects students' capacity to correlate academic skills with professional aspirations, make intelligent educational choices, and manage academic stress successfully. Students exhibiting elevated emotional intelligence were regarded as displaying superior drive, self-regulation,

and social awareness in their academic endeavors. The study determined that emotional intelligence is a vital element in improving students' educational decision-making and overall academic progress.

It consequently advocates for the incorporation of emotional intelligence frameworks into educational

methodologies. Structured mentorship programs should be instituted to assist students in navigating academic and personal challenges, while career counseling services ought to integrate emotional intelligence strategies to facilitate the alignment of students' educational decisions with their

capabilities and long-term objectives