Teachers’ Emotional Support and Cognitive Motivation of Senior Technical Two (ST2) Students in the Technical Colleges in Akwa Ibom State, Nigeria

Abstract

This study investigated the relationship between teachers' emotional support and cognitive motivation ST2 students in technical colleges in Akwa Ibom State. The study adopted a correlational survey research design. The population comprised 4,345 Senior Technical Two (ST2) students in the seven out of nine technical colleges in Akwa Ibom State, while a sample of 366 was determined using Taro Yamane Formula and selected using proportionate stratified random sampling technique. Data were collected using a researcher-developed questionnaire titled Teachers' Emotional Support and Cognitive Motivation Questionnaire (TESCMQ). The instrument was validated by three experts, one from measurement and evaluation unit in the department Psychological foundations, one from Industrial Technology Education, and one from the Department of curriculum studies, educational management and planning all from the University of Uyo, while its reliability was established using Cronbach's Alpha reliability method, which yielded coefficient of 0.82. Pearson Product Moment Correlation was used to answer the research questions and test the null hypotheses at the 0.05 level of significance. The findings revealed that there was a very strong positive and significant relationship between teachers' empathy and students' cognitive motivation. The study also found a strong positive and significant relationship between teachers' encouragement and cognitive motivation, as well as a strong positive and significant relationship between teachers' respect and cognitive motivation among students in technical colleges in Uyo Local Government Area. Based on these findings, the study concluded that teachers' emotional support is a significant predictor of students' cognitive motivation and plays a crucial role in enhancing students' engagement and learning outcomes in technical education. The study recommended that technical college administrators provide regular professional development programmes on socio-emotional teaching skills, teachers consistently demonstrate empathy, encouragement, and respect in their instructional practices, and the Akwa Ibom State Ministry of Education integrate socio-emotional competencies into teacher development and performance evaluation programmes.