EXPLORING THE TRAJECTORY OF EDUCATORS’ EMOTIONAL INTELLIGENCE IN TVET CURRICULUM DELIVERY: A STUDY OF THE FEDERAL POLYTECHNIC, ILARO

Abstract

Educators play a pivotal role in the effective delivery of curriculum leading to the acquisition of skills and knowledge. Beyond qualification and technical expertise, educators' emotional intelligence has emerged as a significant factor shaping the quality of instruction, student motivation, and learning effectiveness. This study examines the influence of emotional intelligence on TVET curriculum delivery among educators in the Federal Polytechnic, Ilaro. Survey design was adopted and the population comprised all educators of TVET based courses in the Institution. A 4-point likert questionnaire was developed as instrument of data collection and administered on a sample of 100 TVET educators selected using multi-stage technique. Data collected were analysed with inferential statistics involving regression analysis at 0.05 level of significance on SPSS Version 25. The results showed that the domain of emotional intelligence covered (Self-awareness, self-emotional control and empathy) have significant influence on curriculum delivery among the TVET educators in the Federal Polytechnic, Ilaro. It was therefore concluded that emotional intelligence is an important characteristic of educators which portends significant bearing on methods, approach and effectiveness of curriculum delivery. The study recommends, among others, that educators in TVET-based courses in the Federal Polytechnic Ilaro should regularly make conscious effort toward portraying good level of emotional intelligence in their teaching and relationship with students.