Structural Modelling of The Influence of Teachers’ Self-Regulation, Emotional Management, Motivational Skills and Job Satisfaction on Teaching Effectiveness in Senior Secondary Schools

Abstract

The study was generally aimed at developing a causal model of the influence of teachers’ self-regulation, emotional management, motivational skills and job satisfaction on teaching effectiveness in senior secondary schools in Nsukka education zone of Enugu State, Nigeria. The study was guided by four research questions and four null hypotheses. Correlational survey research design was adopted for the study. The study population consisted of 1,652 teachers in the six Nsukka education zones of Enugu State. A sample of 375 teachers drawn using multi-stage sampling procedure participated in the study. Five instruments; Teachers’ Self-Regulation Questionnaire (TS-RQ), Teachers’ Emotional Management Questionnaire (TEMQ), Teachers’ Motivational Skills Questionnaire (TMSQ), Teachers’ Job Satisfaction Questionnaire (TJSQ) and Teachers’ Teaching Effectiveness Questionnaire (TTEQ), adapted by the researcher were used for data collection. The reliability of the instruments was established using estimate of internal consistency after trial-testing. Reliability coefficients obtained using Cronbach Alpha method were 0.77, 0.82, 0.80, 0.79, and 0.76 for the TS-RQ, TEMQ, TMSQ, TJSQ, and TTEQ respectively. Data collected were analysed using WarpPLS computer-based software for partial least square (PLS) structural equation modelling (SEM). The findings of the study, among others,revealed that the fit and quality indices of the hypothesized causal model involving influence of teachers’ self-regulation, emotional management, motivational skills and job satisfaction on teaching effectiveness are significantly supported by the parsimonious model developed. It also found that the magnitudes of the direct influence of the exogenous variables (teachers’ self-regulation, emotional management, motivational skills, and job satisfaction) on teaching effectiveness ranged from small to large. Further analysis showed that the magnitudes of all the estimated direct influence of teachers’ self-regulation, emotional management, motivational skills and job satisfaction on their teaching effectiveness in the parsimonious causal model developed are significant. The study also found that teachers’ self-regulation (TS-R) and teachers’ emotional management (TEM) have considerable indirect influence through their job satisfaction and motivation skills respectively, on their teaching effectiveness (TTE).