Emotional Intelligence as a Predictor of Teacher Self-Efficacy Among Religious and Moral Education Teachers in the Accra Metropolis
This study investigated emotional intelligence as a predictor of teacher self-efficacy among Religious and Moral Education (RME) teachers in public basic schools in the Accra Metropolis, Ghana. Guided by the ability model of emotional intelligence and Bandura’s self-efficacy theory, the study adopted a cross-sectional descriptive survey design within the positivist paradigm. A census strategy was employed to include all 441 RME teachers in the metropolis. Data were collected using adapted versions of the Wong and Law Emotional Intelligence Scale (WLEIS) and the Teachers’ Sense of Efficacy Scale (TSES). Data were analysed using descriptive statistics and Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that RME teachers exhibited high levels of emotional intelligence. Similarly, the teachers demonstrated high levels of teacher self-efficacy in instructional strategies, classroom management, and student engagement. Finally, the study found that emotional intelligence significantly and positively predicted teacher self-efficacy. It was recommended that the Ghana Education Service and Colleges of Education integrate structured emotional intelligence training covering self-emotion appraisal, appraisal of others’ emotions, use of emotion, and emotion regulation into pre-service teacher e
It is recommended that the Ghana Education Service and Colleges of Education integrate structured emotional intelligence training, covering self-emotion appraisal, appraisal of others’ emotions, use of emotion, and emotion regulation, into pre-service teacher education curricula and in-service professional development programmes for RME teachers. Secondly, it is recommended that circuit supervisors and head teachers in the Accra Metropolis continue to design continuous professional development sessions specifically for RME teachers, using experiential and reflective methods such as role-play, peer mentoring, and case-based discussions of emotionally charged classroom incidents, to strengthen emotional competence alongside subject-matter pedagogy. Finally, it is recommended that teacher education institutions intentionally integrate emotional intelligence into pre-service teacher education programmes, particularly for students specialising in Religious and Moral Education. Equipping prospective teachers with strong emotional intelligence before they enter the teaching profession will foster higher levels of teacher self-efficacy, enabling them to respond effectively to classroom challenges, build positive teacher-student relationships, and create supportive learning environments that enhance students’ academic, moral, and socio-emotional development.
