Influence of Emotional intelligence and Self-concept on Job Satisfaction Among Business Education Lecturers in Colleges of Education in North-west, Nigeria

The study investigates the influence of emotional intelligence and self-concept on job satisfaction among business education lecturers in colleges of education in North-west Nigeria. The study had two research objectives, two research questions and null hypotheses. Survey research design was used in the study. The population of the study was forty one (41) business education lecturers from three colleges of education in north-west Nigeria. Whole population was used as sample. One instrument was used to generate data. The instrument was divided in three constructs namely; Emotional Intelligence Self-assessment Questionnaire (EISAQ), Self-concept Assessment Questionnaire (SCAQ), and Job Satisfaction Self-assessment Questionnaire (JSSAQ) units. The instrument was validated by experts of the ranks of senior lecturer and above. A pilot test was conducted at Federal College of Education Kontagora. Data collected from the pilot test were sorted through Gutman Split-half statistical method. The results of reliability of the instrument revealed a reliability index between 0.6 and 1.00. All the research questions were answered using mean and standard deviation. The hypotheses were tested using ANOVA. A Probability value, P-value of less than 0.05 (5%) denoted that a statistically significant influence existed between variables under study, otherwise not statistically significant. The findings of the study showed that emotional intelligence and self-concept had a significant influence on job satisfaction of business education lecturers in the study area. It was concluded that gender difference on emotional intelligence and self-concept had significant influence in job satisfaction among business education lecturers in the study area. Therefore recommended, institutions should integrate emotional intelligence training into staff development programmes to foster a more emotionally intelligent in academic environment and the colleges should introduce gender-sensitive policy adjustments in welfare programmes to enhance job satisfaction among business education lecturers in colleges of education.