Abstract:
This study investigated the mediating role of emotional intelligence in the effect of selfefficacy
beliefs and job performance of Social Studies teachers in public Senior High
Schools in Central Region of Ghana within the context of Bandura’s (1976) Social
Cognitive Theory. Working within the positivist paradigm, this study employed the
cross-sectional descriptive survey design with quantitative approach, where through
census sampling technique, 342 Social Studies teachers in the public Senior High
Schools in the Central Region of Ghana were selected and participated in the study with
the main instrument being questionnaire. After meeting validity and reliability
requirements, descriptive and inferential statistics analytical tools were employed to
answer the research questions and hypothesis set for the study with the aid of Version
28 of SPSS and AMOS. The findings revealed that Social Studies teachers had very
high-level self-efficacy beliefs, high level of emotional intelligence as well as high level
of job performance. The findings further established that emotional intelligence
statistically significantly predicted the job performance of Social Studies teacher.
Besides, it was revealed that emotional intelligence mediated the effect of self-efficacy
beliefs on the job performance of Social Studies teachers. The study again established
that demographic characteristics such as gender, age and years of teaching experience
statistically significantly influenced Social Studies teachers perception on their level of
self-efficacy beliefs and emotional intelligence. It was therefore, recommended Ghana
Education Service should organize refresher training and continuous professional
development programmes in order to sustain, improve, and strengthen the dimensions
of self-efficacy beliefs, emotional intelligence and job performance among Social
Studies teachers in public Senior High schools in Ghana. The study further
recommended that strategies aimed at the improvement of self-efficacy beliefs and job
performance should run concurrently with approaches to enhance emotional
intelligence of Social Studies teachers to heighten their job performance.
Description:
A thesis in the Department of Social Studies Education, Faculty of
Social Science Education, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Doctor of Philosophy
(Social Studies Education)
in the University of Education, Winneba
AUGUST, 2023