DEVELOPMENT AND FACTORIAL VALIDATION OF EMOTIONAL INTELLIGENCE INVENTORY FOR MECHANICAL TECHNOLOGY OCCUPATIONS IN SOUTH-SOUTH NIGERIA

Abstract

The 21st  century workforce has experienced numerous changes one of which is the high demand for soft skills, including emotional intelligence, by employers in every occupation.  It  thus  becomes  essential  that  mechanical  technology  occupations  in South-south Nigeria should be staffed with emotionally intelligent workers and that their emotional competencies should be measured with appropriate instruments. The study therefore sought to develop and  factorially validate an emotional intelligence inventory  for  mechanical   technology  occupations  in  South-South  Nigeria.  The instrumentation  research  design was adopted  and the Delphi method  was used for collecting data needed  for developing the instrument.   The population for the study consisted of 4,018 persons made up of all the 22 lecturers of mechanical technology education courses and all the 3,996 registered tradesmen in mechanical technology occupations  in South-South Nigeria. The sample comprised 351 respondents in the following  roles:  10  academic  experts  for  the  Delphi  study  and  341  mechanical technology tradesmen for the trial testing of the instrument. Random  sampling and multi-stage  stratified  random  sampling  techniques  were  adopted.  Eight  research questions and eight null hypotheses were formulated  and tested at 0.05 probability level. Three instruments, namely the Delphi Round 1 questionnaire, the Delphi round

2 questionnaire and the emotional intelligence inventory for mechanical  technology occupations (EIIMTO) in South-South Nigeria were used for data collection. The data generated   from  the  study  were  analysed   using  the   mean,   standard  deviation, percentage,  factor  analysis,  Cronbach  Alpha  reliability technique,  Pearson product moment correlation and the two-way analysis of variance (ANOVA). The findings made include the following: 62 emotional intelligence competency items were found to be very indispensable for successful career in mechanical technology occupations in   South-South   Nigeria.   The   developed   Emotional   Intelligence   Inventory   for Mechanical Technology Occupations (EIIMTO) in South-South Nigeria has a four- factor  structure with 34 emotional  intelligence  competency items. The four factors were  emotional-awareness  and  expression  (9  items),  perseverance  and  emotional- resilience (8 items), self-confidence  and conscientiousness  (8 items)  and flexibility and sociability (9 items). The inventory was found to have high construct validity, high coefficient of internal consistency of 0.89 while the coefficient of stability was

0.84. The study also found that there was a significant difference in the mean scores

of  mechanical  technology  workers  with  respect  to  their  occupational  area.  Age, experience,  job status and marital  status were  not significant  factors in  the mean scores of mechanical technology workers in the EIIMTO. Furthermore, there was no interaction effect of occupational area and age, age and experience or job status and marital status on the mean scores of mechanical technology workers in the EIIMTO. It  was  recommended,  among  others,  that  the  developed  Emotional  Intelligence Inventory for Mechanical Technology Occupations (EIIMTO) should be effectively used as a valid and reliable  instrument for assessing the emotional competencies of workers in mechanical technology occupations in South-South Nigeria.

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CHAPTER ONE INTRODUCTION

Background of the Study

The  21st    century  workforce   has  experienced   tremendous   changes  due   to technological  advancement  and  globalization.  These  changes  have  posed  serious challenges   on  technical   and   vocational   education   as  it  strive   to   achieve   its fundamental goal of preparing youths for the world of work (Masri,  2009). One of these challenges,  according to Mitchell (2010), is the emergence  of and increased demand  for  a  new  set  of  employability  skills  generally  known  as  soft  skills,  in addition to the hard or technical skills.  This view is corroborated by Nam (2009) who defined soft skills as a group of psychosocial competencies and interpersonal skills that  help  people to make  informed  decisions,  solve problems,  think critically and creatively,  communicate  effectively,  build  healthy  relationships,  empathize  with

others and cope with and manage their lives in a healthy and productive manner. Soft skills  are  known  by  other  names  such  as  generic  skills,  life  skills,  key  skills, employability skills (Nam, 2009), affective work skills (Ogwo  & Oranu,  2006) or affective work competencies (Amuka, 2002).

Rao (2010) posited that soft skills are in high demand in contemporary labour market and are considered  by many employers  as requirements  for  recruitment  in many  occupations.  Mitchell  (2010)  therefore  posited  that  hiring  individuals  who possess soft skills is very instrumental for the success of many organizations.  This explains  why  several  business  organizations  particularly  those  in  the  banking, information and communication technology and hospitality sectors provide soft skills training for their employees (Rao, 2010). Examples of soft skills include interpersonal

skills, communication skills, leadership skills and emotional intelligence (Goleman,

1998, Kakkad, 2011).

Emotional  intelligence  is the ability to understand  and monitor one’s own  and others emotions,  to discriminate  among them and to use the information  to  guide one’s thinking and actions (Salovey & Mayer, 1990). It entails the ability to manage feelings so that they are expressed appropriately and effectively, enabling people to work together smoothly towards their common goals (Goleman, 1998). Thus, a person who is able to understand, manage and control his own and others emotions is said to be emotionally intelligent. Emotional intelligence is thus contextually viewed as one’s ability to recognize and understand emotions within his/her self and others, appraise and regulate them in order to produce  appropriate responses that lead to improved intrapersonal and interpersonal outcomes.

It is worthy to note that emotions are feelings that people experience, express and manage and they arise through social interactions (Jimoh, 2008). Emotions could be positive such as joy, love and happiness or it could be negative such as anger, anxiety, stress,  disgust,  fear  and  aggression  (Coon,  2001).  Control  of  emotions  is  very important for success in one’s professional and social life both at home and workplace (Eniola, 2007). According to Stubbs (2005), emotions shape an individual’s decisions and judgement as well as how one acts towards others and their jobs. In other words, emotions determine  whether people accept,  reject, approach,  avoid or engage with others in the workplace (Gardenswartz,  Cherbosque & Rowe, 2010). Stubbs (2005) pointed out, for instance, that one could get angry, excited, happy or frustrated in the workplace and this will not only affect him or her but also those around the individual as well as the person’s   level of job commitment and performance. Emotion in the

workplace is therefore positively associated with the overall performance of one’s job

(Jimoh, 2008).

According to Mayer, Salovey & Caruso (2000), there are presently three main models of emotional intelligence namely the ability model, the trait model and the mixed  model.  The  ability-based  model  developed  by Salovey  and  Mayer  (1990) viewed emotional intelligence as a cognitive ability while the trait model which was introduced by K. V. Petrides conceptualized  emotional intelligence as a personality trait.  Exforsys  Inc  (2009)  posited  that  the  mixed  model  propounded  by  Daniel Goleman in 1995 conceptualizes emotional intelligence as a set of skills which allow one to be a star performer. Exforsys Inc (2009) noted that the ability-based model has been widely criticized by scholars  since it does not appear to have many practical applications. Many scholars such as Stubbs (2005) and McPheat (2010) have agreed that Goleman’s  model  is  the most widely accepted  and used  model of emotional intelligence because it is more applicable to the workplace than other models. Hence, this study is anchored on Goleman’s model of emotional intelligence.

Emotional  intelligence  consists  of  four  domains  namely  self  awareness,  self regulation  or  self  management,   social  awareness  and  relationship   management (Goleman, 2011). Self awareness is concerned with the ability to accurately perceive, identify, understand and evaluate one’s personal feelings (Egbedion, 2010) while self management  or  self  regulation  involves  the  ability  to  manage  one’s  emotional reactions to all situations and people (Talentsmart Incorporated, 2011).

Social awareness  is concerned  with the ability to recognize  and  appropriately respond to the emotions and feelings of others (Egbedion, 2010)  while relationship management  or social skills is concerned  with the ability to  use the awareness  of one’s  emotions   and   that   of  others   to   manage   relationships   and   interactions

successfully  (Talentsmart  Incorporated,  2011). The first two  of these domains  are termed intrapersonal or personal competencies while the last two are interpersonal or social competencies.

Egbedion (2010) posited that Goleman, in his theory, identified twenty emotional competencies  which  he  defined  as  the  learned  capabilities  based  on  emotional intelligence  that  results  in  outstanding  performance   at  work.   These  emotional competencies  includes, among others, emotional  awareness,  emotional self control, self confidence,  initiative,  optimism,  service  orientation,  influence,  leadership  and conflict  management.  Goleman  (1998)  pointed  out  that  each  of  the  emotional competencies contributes to job performance and that they are generally applicable to all  jobs  but  different   jobs  make   differing  competencies   demand.   He  further maintained that one’s emotional competencies show how much of that potential he or she has translated into on  the job capabilities.  Cherniss (2000) therefore advocated that it is these emotional competencies that should be identified and measured if one wants to  predict performance  as in this study. Contextually,  emotional  intelligence competencies refer to those specific learned capabilities and skills based on emotional intelligence  that  can  be  developed  in  individuals  and  which  leads  to  superior performance at the workplace.

Chapman (2009) posited  that emotional  intelligence  contribute  significantly  to one’s success in life in several ways. Studies have shown that emotional intelligence enhance  leadership  and  management  skills  (Stubbs,  2005),  academic achievement (Olatoye,  Akintunde  & Yakasai,  2010),  stress  tolerance  (Adeyemo  &  Ogunyemi,

2005) as well as the rate of social adaptation (Marquez, Martin & Brackett, 2008). At the organisational level, a leader’s emotional intelligence has been found to enhance

group or organizational performance (Uba, 2009) and reduce conflict among workers

(Adeyemo & Ogunyemi, 2005).

Sunbul and Aslan (2010) stated that emotional intelligence is the most important single variable influencing personal achievement, career success and life satisfaction. Greshem (2010) agreed that it is an important factor for  predicting an individual’s performance   at  home,  school  and  the  workplace     Hence,  it  is  an  important consideration  in  human  resources  planning,  job  profiling  as  well  as  personnel selection and promotion (Chapman, 2009). This position is shared by McPheat (2010) who reported that when the United States Air Force and L’Oreal company used an emotional intelligence test in their recruitment process, they found that recruits who performed best were those who score highest on the emotional intelligence test.

Aremu and Tejumola (2008) found that emotional intelligence of Nigerian police officers is not significantly influenced by age, job status, marital status and years of working   experience.   In  contrast,   Oladeji   (2011)   reported   that   the   emotional intelligence of Nigerian police officers vary according to their age, gender and level of training. With respect to occupational area, emotional intelligence has been found to vary among students in different academic disciplines (Castejon, Cantero & Perez,

2008).  In addition,  Sanchez-Ruis,  Perez-Gonzalez  & Petrides (2010)  reported  that there  is  an  interaction  effect  of  gender  and  discipline  on  students’   emotional intelligence.

Greshem  (2010) posited  that emotional  intelligence  enhance job  performance and lead to career success in many occupations. This include mechanical technology occupations which, in this context, refer to those occupations that utilise the principles and  theories  of  science  and  technology  to  solve  technical  problems  through  the design, manufacture, operation and  maintenance  of industrial machinery,  consumer

products and other equipment and tools. Thus, it embraces such trades as agricultural implements  and  equipment  mechanics  work,  automobile  mechanics,  mechanical engineering craft practice, welding and fabrication and foundry craft practice, among others (Federal Republic of Nigeria, (FRN), 2004).

The techno-economic  importance of mechanical technology occupations could better be appreciated by considering the relevance of its constituent sub-occupations, particularly   automobile   mechanics   and   metalwork   technologists.   Automobile mechanics  craftsmen  test,  diagnose,  service  and  completely  repair  any  fault  in automobiles  (Schwaller,  1993).  It  is  thus  highly  indisputable  that  without  these craftsmen,  there  would  virtually be  very few functional  vehicles  on the Nigerian roads.  Similarly,  metal  work  technologists  have  been  very  pivotal  to  Nigeria’s technological development through the manufacturing of consumer goods, equipment for the building and transport industries, production of all the equipment relevant in mining,  petrochemical,  iron and steel industries as well as providing hardware for technological devices (Ogwo, 1996).

Considering  its nature,  it  is  obvious  that  workers  in mechanical  technology occupations  need  a  high  level  of  emotional  intelligence  competencies  for  many reasons. Firstly, they require a high level of emotional self control since they work with such tools like hammers, chisels, hacksaws and scribers which could be injurious if thrown at someone at the slightest provocation. Secondly, some of their jobs such as screw thread forming, machining,  foundry,  casting work and rebuilding of vehicle engines  need  higher  level  of  precision  hence  they  need  to be  conscious  of  their emotional state before embarking on such jobs in order to achieve precision and at the same time ensure their safety as well as the safety of the equipment and others in the workshop. Moreover, they require a high level of adaptability so that they can easily

adapt  to  changes  in  technology,  machine  design  and  production  processes.  This therefore  underscores  the  need  for  an  instrument   for  assessing  the   emotional competencies of workers in mechanical technology occupations in Nigeria.

An instrument is a well-developed and standardized measuring device and it can be developed in form of tests, interviews, observations, questionnaires, rating scales and  inventories  (Okoro,  2002).  Inventories  are  lists  of  descriptions  used  for  the measurement of the presence or absence of behavioural traits and they could be in any of three forms: self-reporting,  personality  and interest  inventory (Ogwo  & Oranu,

2006). Self-reporting inventories are used to obtain an individuals’ biological account about his feelings, interests and attitudes as in this study. Joshua (2009) stated that the credibility  of  any  measuring  instrument  hinges  on  three  major  qualities  namely validity, reliability and usability.

Validity deals with the degree to which a test measures what it is supposed  to measure and not something else (Joshua, 2009) while reliability is  the extent to which a test measures consistently,  at repeated administrations,  whatever it is designed  to measure (Ofo, 2001). The usability of an instrument addresses the extent to which a test can actually be put to use (Joshua, 2009).  Cohen, Manion and  Morrison (2011) identified   three   types   of  reliability   in  quantitative   research   namely   stability, equivalence  and internal  consistency.  The  psychometric  properties  relevant  to this study are internal consistency and test-retest reliability as well as construct validity.

There are several instruments for measuring emotional intelligence such as  the Bar-on   Emotional   Quotient   Inventory   (EQ-i),   the   trait   emotional   intelligence questionnaire, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Law and Wong Emotional  intelligence  scale and the Schutte  self-report  inventory, among others (Consortium for Research on Emotional Intelligence in Organisations

(CREIO, 2010). However, since emotions and emotional intelligence vary according to  culture  and  context  (Krishnaveni   &  Ranganath,   2011)  and   since  different occupations  make differing emotional  competency demands  for  success (Goleman,

1998), these instruments which were developed in other cultures and work contexts are  not  very appropriate  for  assessing  the  emotional  competencies  of  workers  in mechanical technology occupations in Nigeria, hence there is a compelling need to develop and validate an emotional intelligence instrument for mechanical technology occupations in Nigeria.

The  development   of  an  instrument   involves   many  stages   such  as   item generation, assessment of the items for clarity and meaningfulness, sorting the items into clusters, validation,  trial testing,  item analysis and final testing,  among others (Anene & Ndubisi, 1992; Carson, Carson & Birkenmeier, 2000). Validation is done to ensure that the instrument measures exactly what it is  intended to measure and not something else and there are many types of validation namely face, content, construct, concurrent  and  predictive  (Okoro,  2002)  as well  as  factorial  validation.  Factorial validation is a process that examines an instrument’s factorial structure, designed to assess the extent to which it is empirically and theoretically justified and it is usually done through factor analysis (Bar-On, 2007). Factor analysis is a method of grouping together  variables  which have something  in common under one or more common factors and it enables the researcher to take a set of variables and reduce them to a smaller number of underlying factors or latent variables (Cohen, Manion & Morrison,

2011).

However,   despite   the   wide   recognition   of  emotional   intelligence   as   an indispensable trait for predicting career success in many occupations, there appears to be limited attention on the development and validation of an emotional intelligence

inventory  for  mechanical  technology  occupations  in  Nigeria,  particularly,  in  the South-South geopolitical zone.  Of all the six geo-political zones in Nigeria, people in the South-South  geo-political  zone are relatively more aggressive  and  restive as a reaction to their perceived deprivation and negligence by the Federal Government of Nigeria.  This  led  to  their  increased  indulgence  in  anti-social  activities  such  as militancy  and  kidnapping  which  are  probable  signs  of  low  level  of  emotional intelligence.

In view of these challenges, there is an imperative need for an instrument  for prompt  assessment  of  the  emotional  competencies  of  prospective  applicants  into mechanical  technology occupations  in South-South  Nigeria  in  order to ensure that only emotionally intelligent persons are employed into these occupations. Consequent upon the paucity of a well-developed and validated emotional intelligence inventory which could be adopted for personnel selection in Nigeria, employers in mechanical technology and other occupations utilize unsystematic personnel selection practices in their establishments.  According  to  the Children,  Youths,  Family and Organisation (CYFO)  Behavioural  Services  Ltd (2008),  the consequence  of this practice  is the employment  of  unproductive,  undisciplined  and  mediocre  workers  which  often culminated in the eventual liquidation and collapse of most of the organizations.

In addition,  the  absence  of an  emotional  intelligence  inventory  for  personnel selection and promotion  partly accounts  for the numerous  negative  dispositions  to work   exhibited   by   many   technology-related    workers,    including   mechanical technology  workers,  in Nigeria  as reported  by Amuka  (2002).  According  to  this source,  these  are manifested  in form of dishonesty,  carelessness,  laziness,  lack of initiative, absenteeism,  irresponsibility and lack  of  other work-related  interpersonal skills.  Amuka  (2002)  pointed  out  that  these  negative  dispositions  to  work  have

contributed in great measure to many people losing their jobs, failing to be promoted or not advancing  in their  profession.  Viewed  against  this  background, there is an urgent  need  for  a  valid  and  reliable  emotional  intelligence  inventory  for  prompt assessment   of   emotional   competencies   of   workers   in   mechanical   technology occupations in South-South Nigeria. Hence, the need for the present study.

Statement of the Problem

There  are  many  negative  dispositions  to  work  exhibited  by many  industrial technical education students as well as workers  in technology related  occupations, including mechanical technology occupations, in Nigeria. This position is shared by Amuka (2002) and Mitchel (2010). Mitchel (2010)  specifically reported that many employers of technical and vocational education graduates have complained that most of their new employees are deficient in soft skills. According to Amuka (2002), this deficiency in soft skills or affective  work skills constitutes an educational problem and  should  be  addressed  by  the  school  to  enable  the  students  who  would  be tomorrow’s adult workers  to  have a smooth transition from school to the world of work.

This ugly situation accounts for the rising tide of advocacy among  vocational educators for the integration of emotional intelligence and other soft  skills into the curriculum of technical and vocational education programmes to enable prospective graduates develop the relevant soft skills. However, one limitation to the achievement of this  laudable  objective  is that  the specific  emotional  intelligence  competencies needed  for  successful  career  in  technical   occupations,   particularly,   mechanical technology occupations,  have  not been  delineated  hence,  technical  and vocational

education  teachers  cannot  effectively  teach  students  to  acquire  skills  that  they themselves are unaware of.

Moreover, there is no ample evidence that there is a valid and reliable instrument for  assessing  the  emotional  competencies  of  workers  in  mechanical  technology occupations  in  South-South  Nigeria.  Furthermore,  the  influence  of  demographic variables such as occupational area, age, job status, years of working experience and marital status on the emotional competencies  of  mechanical technology workers in South-South Nigeria are not known and they need to be ascertained. The foregoing therefore constitute the major problem to which this study was addressed.

Purpose of the Study

The  main  purpose  of  the  study  was  to  develop  and  validate  an  emotional intelligence inventory for mechanical technology occupations in South-South Nigeria. Specifically, the study was designed to achieve the following objectives:

1.   Identify the emotional intelligence competencies needed for career success in mechanical technology occupations in South-South Nigeria

2.   Develop  the  emotional  Intelligence  Inventory  for  mechanical  technology

Occupations (EIIMTO) in South-South Nigeria

3.   Determine the construct validity and reliability of the emotional Intelligence Inventory for mechanical technology occupations  (EIIMTO)  in South-South Nigeria

4.   Ascertain the influence of occupational area on the emotional intelligence of mechanical technology workers in South-South Nigeria.

5.   Ascertain the influence  of age on the emotional  intelligence  of  mechanical technology workers in South-South Nigeria.

6.   Ascertain  the  influence  of  experience  on  the  emotional  intelligence   of mechanical technology workers in South-South Nigeria.

7.   Ascertain  the  influence   of  job  status  on  the  emotional  intelligence   of mechanical technology workers in South-South Nigeria.

8.   Ascertain  the  influence  of  marital  status  on  the  emotional  intelligence  of mechanical technology workers in South-South Nigeria.

Significance of the Study

The findings of the study would be of immense benefit to mechanical technology workers, personnel managers of mechanical technology establishments, students and teachers  of mechanical  technology  courses,  educational  policy makers  as well  as administrators  of educational  institutions  and  educational  researchers.  Workers  in mechanical  technology  occupations  would  benefit  from  the  findings  as  it  would enable  them  to  have  adequate  knowledge  of  the  specific  emotional  intelligence competencies needed for career success in their occupation. This would be possible when information on the study’s findings are disseminated to them through seminars, conferences,   workshops   and  published   articles.   This  would   also  enable  them endeavour to develop the relevant competencies to enhance their job performance and career  success. In addition, the use of the developed instrument would also help in identifying mechanical technology workers who may need soft skills training for the acquisition of the relevant emotional intelligence competencies.

Personnel  managers  of mechanical  technology enterprises  would also  benefit from the findings  of this study as the inventory  could be adapted  or  adopted  for personnel selection and promotion of workers in their establishments. Specifically, the inventory would provide them with an objective and reliable instrument for selecting

the most qualified candidate from the large number of applicants that usually compete for the few available positions during recruitment exercises as well as for promotion of workers in their establishments. Thus, those who score high on the inventory could be employed or promoted since high emotional intelligence scores has been shown to predict high job performance.

The findings of the study would also be beneficial to students of  mechanical technology courses at all levels of the Nigerian education system as  it would help them to gain new knowledge on the specific emotional intelligence competencies that they need to acquire during their training to facilitate their  smooth transition to the world of work as well as ensure their career success as future mechanical technology workers. This information would also help educational policy makers on the potential benefits of integrating lessons in emotional literacy into existing school curriculum.

Teachers  of  mechanical  technology  courses  at  all  levels  of  the   Nigerian education system would also benefit from the findings of the study as it would enable them to device and adopt appropriate instructional strategies that would enable their students  to acquire  and develop  the relevant  emotional  intelligence  competencies. Educational administrators at all levels of the Nigerian education system would also benefit from the findings of the study as the inventory could be adopted or adapted as a basis for admission of students into mechanical technology courses or trades at any level of the Nigerian education system.

Moreover,   the   successful   development   and   validation   of   the   emotional intelligence inventory for mechanical technology occupations in South-South Nigeria (EIIMTO)  would  undoubtedly  advance  knowledge  in  the  emotional  intelligence theory  and  its  wide  range  of  practical  applications  in  technical  and  vocational education research as well as in organizations in both the formal and informal sectors

of the economy.  Lastly, when published or discussed at seminars and  conferences, students of technical and vocational education as well as educational researchers and other scholars will also find the findings of the study very beneficial. This is because it  would  open  up  new  areas  of  research  in  industrial organisational  psychology, provide  them  with  literature,  empirical   evidences  and  new  knowledge  on  the underlying concepts in the study as  well as guide future test developers on how to develop and validate similar affective instruments.

Research Questions

The study sought to provide answers to the following research questions:

1.   What emotional intelligence competencies are needed for successful career in mechanical technology occupations in South-South Nigeria?

2.   What  is  the  construct  validity  of  the  emotional  intelligence  inventory  for mechanical technology occupations (EIIMTO) in South-South Nigeria?

3.   What is the reliability of the emotional intelligence inventory for mechanical technology occupations’ (EIIMTO) in South-South Nigeria?

4.   What is the influence of occupational  area on the emotional intelligence  of mechanical technology workers in South-South Nigeria?

5.   What  is the  influence  of age on the  emotional  intelligence  of  mechanical technology workers in South-South Nigeria?

6.   What   is  the  influence   of  experience   on  the  emotional   intelligence   of mechanical technology workers in South-South Nigeria?

7.   What is the influence of job status on the emotional intelligence competencies of mechanical technology workers in South-South Nigeria?

8.   What   is  the  influence   of  marital  status  on  the  emotional   intelligence competencies of mechanical technology workers in South-South Nigeria?

Hypotheses

The following null hypotheses were tested at 0.05 probability level:

Ho1: There is no significant difference in the mean scores of metalworkers and auto- mechanics   in  the  emotional   intelligence   inventory  for  mechanical   technology occupations (EIIMTO).

Ho2: Age is not a significant  factor in the mean scores of mechanical  technology workers   in   the   emotional   intelligence   inventory   for   mechanical   technology occupations (EIIMTO).

Ho3: There is no interaction effect of occupational area and age on the mean scores of mechanical   technology   workers   in   the   emotional   intelligence   inventory   for mechanical technology occupations (EIIMTO).

Ho4: There is no significant difference in the mean scores of more experienced  and less  experienced   mechanical  technology  workers  in  the  emotional   intelligence inventory for mechanical technology occupations (EIIMTO).

Ho5: The interaction effect of age and experience on the mean scores of mechanical technology workers in the emotional intelligence inventory for mechanical technology occupations (EIIMTO) in South-South Nigeria is not significant.

Ho6: Job status is not a significant factor in the mean scores of mechanical technology workers   in   the   emotional   intelligence   inventory   for   mechanical   technology occupations (EIIMTO).

Ho7:  Marital  status  is  not  a  significant  factor  in the  mean  scores  of  mechanical technology workers in the emotional intelligence inventory for mechanical technology occupations (EIIMTO).

Ho8: There is no interaction effect of job status and marital status on the mean scores of  mechanical  technology  workers  in  the  emotional  intelligence   inventory  for mechanical technology occupations (EIIMTO).

Delimitations of the Study

There are many models of emotional intelligence.  This study is based on  and delimited to Goleman’s (2002) model of emotional intelligence which consists of four domains namely self-awareness,  self-management, social awareness and relationship management.    In addition,  there  are  many occupations  that  make  up  mechanical technology occupations. In this study, mechanical technology occupations cover auto mechanics and metalwork occupations only.

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