School-Based Support and Students’ Learning Outcomes in Senior High Schools of Cape Coast Metropolis: Moderating the Role of Teachers’ Emotional Intelligence

This paper explored the moderating role of emotional intelligence (EI) in the relationship between school-based support and student learning outcomes in senior high schools within the Cape Coast Metropolis, in the Central Region of Ghana. The study was conceived on the premise that while school-based support systems are recognized as crucial for academic success, the influence of emotional intelligence on these systems’ effectiveness has not been extensively examined in the Ghanaian context. A post-positivism paradigm coupled with quantitative analytical procedures was employed in this investigation. A survey design was also used with a questionnaire as the instrument for the data collection. A sample size of 442 was used, with a processed response of 411. School-based support was conceptualised as a positive school climate (PSC), social support (SS), and family-school partnership (FSP). All the study variables were measured on a 5-point Likert scale. A covariance-based structural equation modelling was employed for the estimation of the relationships. The findings revealed that school-based support systems, including PSC, SS, and FSP, significantly contribute to improving student learning outcomes. Emotional intelligence was also found to play a critical role in moderating these relationships. Specifically, higher levels of EI amplified the positive effects of school-based support on students’ learning outcomes. The evidence implies that effective school-based support, with the support of teachers with strong emotional intelligence, positively drives students’ learning outcomes. The findings also offer policy and practical contributions and insights into designing holistic school-based support systems that integrate emotional intelligence training to enhance student engagement and learning outcomes.