Job Performance of Teaching Staff in Public Universities in Rivers State, Nigeria in Relation to Social Intelligence

Abstract

The research focused on exploring the correlation between social intelligence and the job performance of teaching staff in public universities located in Rivers State, Nigeria. The study was guided by two research questions and two null hypotheses. The research encompassed all teaching staff members in public universities within Rivers State as its target population. The chosen research design was correlation-based, aiming to ascertain the connection between social intelligence factors related to personnel development and social roles, and how they impact job performance. To conduct the research, a sample was randomly selected, consisting of two public universities and 133 respondents. Data collection was accomplished through a structured questionnaire named the 'Social Intelligence and Job Performance Questionnaire (SIJPQ).' This questionnaire was validated by experts from the Department of Guidance and Counseling at Ignatius Ajuru University of Education. The instrument's reliability was assessed using the test-release method, yielding a reliability coefficient value of 0.78. Data analysis involved computing the mean and standard deviation. Additionally, the Pearson product-moment correlation coefficient was employed to test the null hypotheses at a significance level of 0.05. The significant findings of the study indicated a robust relationship between social intelligence variables pertaining to personnel development and social roles, and the job performance of teaching staff. In light of these findings, the study recommends the implementation of regular capacity-building programs for teaching staff to enhance their job performance.