The Role of Emotional Intelligence and Self-awareness Coping Skills in Enhancing Psychological Well-being

Abstract

The purpose of this study is to examine the use of emotional intelligence and self-awareness Coping Skills in enhancing the psychological well-being of learners in secondary schools in Rachuonyo North Sub-County, Kenya. The study employed a cross-sectional survey research design based on a convergent mixed-methods approach, whereby quantitative and qualitative data were gathered simultaneously and integrated during the interpretation of the findings. The target population for the study comprised 12,541 participants, including 12,370 students, 115 teacher counsellors, and 56 principals from 56 public secondary schools. The study had a sample size of 439, consisting of 387 students, 35 teacher counsellors, and 17 principals in seventeen sampled secondary schools. The study gathered quantitative data through questionnaires, which were analysed using descriptive statistics, namely frequencies, percentages, means, and standard deviations, together with inferential statistics comprising Pearson correlation and regression analyses. Qualitative data were collected through interviews and focus group discussion guides and analysed thematically. The analysed data were presented in tables. All ethical practices were adhered to. The findings revealed a statistically significant positive relationship between self-awareness coping skills and learners’ psychological well-being (r=.845, p=.000), indicating that higher levels of self-awareness were associated with better psychological well-being. The study concludes that strengthening emotional intelligence through self-awareness coping skills can significantly enhance learners’ psychological well-being. It recommends that secondary school principals and teacher counsellors implement programs that promote learners’ self-awareness Coping Skills, and this will be very useful for their psychological well-being.