Emotional Intelligence and Classroom Behaviour Management Among Primary School Teachers in Anambra State

This study examines the relationship between emotional intelligence and classroom behaviour management effectiveness among primary school teachers in Anambra State, South East Nigeria. Effective behaviour management is central to creating a productive learning environment, and emotional intelligence, encompassing self-awareness, empathy, and emotional regulation, has been increasingly linked to teachers' capacity to handle disruptive classroom behaviour constructively. The study employs a descriptive correlational design, involving 240 primary school teachers from Awka South and Onitsha North Local Government Areas. The Schutte Self-Report Emotional Intelligence Test and a researcher-developed behaviour management effectiveness scale were used to collect data. Data were analysed using Pearson correlation and multiple regression. Results show a significant positive relationship between overall emotional intelligence scores and teachers' ability to apply proactive and de-escalation strategies in managing pupil behaviour. The empathy subscale of emotional intelligence emerged as the strongest predictor of management effectiveness. Female teachers scored marginally higher on emotional intelligence measures, though no significant gender difference was found in management outcomes. The findings support the application of emotional intelligence frameworks in teacher professional development. The Anambra State Teaching Service Commission is encouraged to incorporate emotional intelligence modules into teacher induction and continuing professional development programmes. School principals should model emotionally intelligent leadership to create a supportive institutional climate that reinforces teachers' interpersonal competencies. Keywords: emotional intelligence, behaviour management, primary school teachers, Anambra, classroom effectiveness.