Assessment of Teacher Emotional Competence and Learning Environment Quality in Kogi State

Early childhood teacher emotional competence shapes the affective quality of the learning environment, influences child wellbeing, and directly models the emotional skills children are developing, making its assessment in Kogi State important for workforce quality evidence. This study assessed the emotional competence of early childhood teachers and its relationship to classroom learning environment quality in Lokoja, Kabba-Bunu, and Okene Local Government Areas, Kogi State. A cross-sectional correlational design was employed, with emotional competence measured using the Emotional Competence Inventory for Teachers with 60 ECDE teachers and learning environment quality assessed through structured classroom observations using the Early Childhood Environment Rating Scale-Revised. Pearson correlation and regression analysis were applied. Teacher emotional competence was significantly positively correlated with ECERS-R interaction quality scores (r = 0.58, p < 0.001). The emotional regulation dimension of competence was the strongest single predictor of positive teacher-child interaction. Workload and class size were significantly negatively associated with emotional competence indicators. Female teachers scored slightly higher on emotional expression dimensions. The study concludes that teacher emotional competence is a significant predictor of learning environment quality in Kogi State. Recommendations include emotional competence training in ECDE teacher education, workload management policies, reflective practice supervision, and ECERS-R-based quality assessment with coaching support for Kogi State ECDE centres. Keywords: teacher emotional competence, learning environment, Kogi State, ECERS-R, early childhood quality