Emotional Intelligence and Interpersonal Skills Training Programmes as Strategies for Enhancing Teachers’ Teamwork Behaviour in Ogun State, Nigeria
Teamwork behaviour are becoming pervasive in the world of education services. Globally, teachers are increasingly being employed, evaluated, compensated, recommended, and promoted based on their ability to work effectively on teams. This study examined the effects of Emotional intelligence (EI) and lnterpersonal skills training (IST) on Teamwork behaviour among secondary school teachers. The study adopted a pretest, posttest, control group quasi-experimental design with a 3 x 3 x 2 factorial matrix. One hundred and twenty-six secondary school teachers were randomly selected and assigned to two treatment groups and a control group. Collective Teacher Efficacy Instrument (CTEI) was used to put respondents into groups while Teamwork Behaviour Questionnaire (TBQ) was used to collect pretest and posttest data. Findings revealed that the two treatment strategies were effective in enhancing teachers’ teamwork behaviour. It also revealed a no significant interaction effect of treatment, collective efficacy and gender on teamwork behaviour of teachers. It was concluded that secondary school teachers who have individual weakness and are unable to work effectively on teams, could be helped through emotional intelligence and interpersonal skills training. It was recommended amongst others that teachers should embrace teamwork behaviour, accept the challenges of working purposively, regularly and cooperatively in teams to help students learn meaningfully.
Keywords: Teachers’ teamwork behaviour; emotional intelligence training; interpersonal skills training: collective efficacy, gender.