Relationship Between Teachers Emotional Intelligence and Classroom Management in Technical Schools in Ogun State

This study investigates the relationship between teachers emotional intelligence and classroom management effectiveness in technical secondary schools in Ogun State, South West Nigeria. Classroom management in technical education extends beyond maintaining order to include workshop safety supervision, managing practical activity flow, and responding to student frustration in skill acquisition contexts. Emotional intelligence, which involves the ability to perceive, regulate, and utilise emotions effectively, has been linked to superior classroom management in general education settings. This study examines this relationship specifically in technical schools. A cross-sectional survey design is employed, with 180 technical teachers from 20 schools in Abeokuta, Ijebu Ode, and Sagamu local government areas. The Bar-On Emotional Quotient Inventory and a validated classroom management efficacy scale are administered. Pearson correlation and multiple regression analyse the relationship between emotional intelligence dimensions and classroom management outcomes. Findings are expected to show significant positive associations between interpersonal skills, adaptability, and stress management dimensions of emotional intelligence and effective classroom management. The study also examines whether teacher gender, experience, and trade area moderate these relationships. Recommendations include emotional intelligence training in technical teacher education programmes, peer coaching programmes for in-service teachers, and institutional support for teacher wellbeing. This study contributes to the emerging literature on teacher emotional competencies in vocational education and provides evidence for integrating emotional intelligence development into technical teacher preparation. Keywords: emotional intelligence, classroom management, technical teachers, Ogun State, vocational education