EMOTIONAL MATURITY AND JOB SATISFACTION AMONG MATHEMATICAL TEACHERS IN SENIOR SECONDARY SCHOOL OF NASSARAWA LOCAL GOVERNMENT

ABSTRACT Many secondary school mathematics Teachers experience significant emotional and job-related stress, which can impact their job satisfaction and overall effectiveness. Given the subject inherent complexity and the pressure to improve student performance, emotional maturity a critical factor in managing stress may play a vital role in determining teachers' job satisfaction. This study investigates the relationship between emotional maturity and job satisfaction among mathematics teachers in senior secondary schools within Nassarawa Local Government Area. A survey research design was adopted, targeting a population of301 mathematics teachers, from which a sample of 172 was selected using the Yamane formula. Data were collected through a structured questionnaire, assessing emotional maturity and job satisfaction using a Likert scale. The reliability and validity of theinstrument were established through expert review and Cronbach's alpha testing. Descriptive statistics was employed for data analysis. Findings revealed varying levels of emotional maturity among mathematics teachers, with notable strengths in adaptability and empathy but challenges in handling criticism and conflict resolution. Job satisfaction was influenced by factors such as student-teacher relationships, leadership effectiveness, career development opportunities, and working conditions. Finally study highlights the need for targeted interventions, such as emotional intelligence training and improved administrative support, to enhance teachers 'job satisfaction and effectiveness.