THE IMPACT OF HOPE AND EMOTIONAL INTELLIGENCE ON PRO-SOCIAL CONDUCT AMONG SECONDARY SCHOOL TEACHERS
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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2026
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| _version_ | 1866901758506172416 |
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| author | Nwafor, Chukwuebuka Henry |
| author_facet | Nwafor, Chukwuebuka Henry |
| contents | <p><span>The study investigated hope and emotional iintelligence as predictors of pro-social behaviour among secondary school teachers, ninety-eight (98) public school teachers comprising 73 females and 27 males with a mean age of 37.61 and S.D of. 7.618 were drawn as participants from public secondary schools in Nkanu West Local Governmental using purposive sampling techniques. Pro-socialness Scale, The Adult Hope Scale and Emotional Intelligence Scale (WLEIS) were used for data collection, correlational design was adopted, and the statistical test that was used for data analysis was hierarchical multiple regression using Statistical Package for Social Sciences (SPSS) Version 25 software. Findings revealed that hope (agency Stβ= .301** t= 3.280** at p< .01, pathway Stβ= .349*** t= 4.695*** at p< .001 and Stβ= .187* at p< .05) positively relate to pro-social behaviour, Hope r= .642 relate to pro-social behaviour, it contributed 41.2 % variance to pro-social behaviour at r2= .412, it predicted prosocial behaviour at p< .001. Emotional intelligence Stβ= .413*** t= 3.876*** at p< .001 positively predicted pro-social behaviour. The predictor variables r= .703 relate to the dependent variable, they contributed 49.4% variance to pro-social behaviour at r2= .492, hope and emotional intelligence jointly predict pro-social behaviour at p< .001. Hence school management should come up with a package that can make the teachers to be hopeful, they should also make effort to encourage their staff this will increase their level of emotional intelligence, and will help to increase hope for pro-social behaviour to be present.<span> </span></span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18347414 |
| institution | Zenodo |
| language | eng |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | THE IMPACT OF HOPE AND EMOTIONAL INTELLIGENCE ON PRO-SOCIAL CONDUCT AMONG SECONDARY SCHOOL TEACHERS Nwafor, Chukwuebuka Henry public school teachers, school management <p><span>The study investigated hope and emotional iintelligence as predictors of pro-social behaviour among secondary school teachers, ninety-eight (98) public school teachers comprising 73 females and 27 males with a mean age of 37.61 and S.D of. 7.618 were drawn as participants from public secondary schools in Nkanu West Local Governmental using purposive sampling techniques. Pro-socialness Scale, The Adult Hope Scale and Emotional Intelligence Scale (WLEIS) were used for data collection, correlational design was adopted, and the statistical test that was used for data analysis was hierarchical multiple regression using Statistical Package for Social Sciences (SPSS) Version 25 software. Findings revealed that hope (agency Stβ= .301** t= 3.280** at p< .01, pathway Stβ= .349*** t= 4.695*** at p< .001 and Stβ= .187* at p< .05) positively relate to pro-social behaviour, Hope r= .642 relate to pro-social behaviour, it contributed 41.2 % variance to pro-social behaviour at r2= .412, it predicted prosocial behaviour at p< .001. Emotional intelligence Stβ= .413*** t= 3.876*** at p< .001 positively predicted pro-social behaviour. The predictor variables r= .703 relate to the dependent variable, they contributed 49.4% variance to pro-social behaviour at r2= .492, hope and emotional intelligence jointly predict pro-social behaviour at p< .001. Hence school management should come up with a package that can make the teachers to be hopeful, they should also make effort to encourage their staff this will increase their level of emotional intelligence, and will help to increase hope for pro-social behaviour to be present.<span> </span></span></p> |
| title | THE IMPACT OF HOPE AND EMOTIONAL INTELLIGENCE ON PRO-SOCIAL CONDUCT AMONG SECONDARY SCHOOL TEACHERS |
| topic | public school teachers, school management |
| url | https://doi.org/10.5281/zenodo.18347414 |