TEACHER EDUCATORS’ PERSPECTIVES ON EMOTIONAL INTELLIGENCE AND COMMUNITY CONFLICT RESOLUTION IN ABIA STATE
Abstract
This study examined teacher educators’ perspectives on the role of emotional intelligence in community conflict resolution in Abia State, Nigeria. Despite the growing recognition of emotional intelligence as essential in education, teacher training programmes rarely integrate it formally, leaving educators unprepared to mediate community disputes. A qualitative exploratory design was used, involving 23 experienced teacher educators from Abia State University Uturu and Michael Okpara University of Agriculture, Umudike. Participants were selected based on their involvement in community engagements and minimum of five years of teaching experience. Data were collected through in-depth interviews, focus group discussions, and document review, and analyzed using thematic analysis. Findings revealed that educators understand emotional intelligence primarily as empathy, self-regulation, and patience, though few reference formal models. They apply these competencies in mediating parent-teacher conflicts, religious tensions, and land disputes, often using active listening and collaborative strategies. Key enablers include personal experience, cultural values like ‘Otu Oma’, and community trust in educators. Major barriers include lack of institutional support, absence of training, and fear of social backlash. The study underscores the need for formal integration of emotional intelligence into teacher education curricula to strengthen conflict resolution capacity.