Published Article

ABSTRACT

The study examined emotional intelligence and workplace adjustment among secondary school teachers in the Uyo Local Government Area of Akwa Ibom State. Specifically, the study investigated the relationship between self-regulation, self-awareness, and workplace adjustment among secondary school teachers. A correlational research design was adopted for the study. The population of the study comprised all teachers in public secondary schools in Uyo Local Government Area during the 2025/2026 academic session. A sample of 240 teachers was selected using a simple random sampling technique. A structured questionnaire titled Emotional Intelligence and Workplace Adjustment Questionnaire (EIWAQ) was used for data collection. Experts in educational management and measurement and evaluation validated the instrument, while the reliability coefficient of 0.82 was obtained using Cronbach's alpha statistics. Pearson Product Moment Correlation (PPMC) statistics were used to answer the research questions and test the hypotheses at the .05 level of significance. The findings revealed that self-regulation had a significant positive relationship with workplace adjustment among secondary school teachers in Uyo Local Government Area. The study also revealed that self-awareness significantly relates to workplace adjustment among teachers. Based on the findings, it was concluded that emotional intelligence enhances teachers’ ability to adjust effectively to workplace demands and interpersonal relationships within the school environment. The study recommended that school administrators organize regular emotional intelligence training programs for teachers and encourage reflective practices that improve self-awareness and emotional management.