The purpose of this study was to examine psychological variables and classroom emotional climate among primary school teachers in Boki Local Government Area of Cross River State, Nigeria. To achieve the purpose of this study, three null hypotheses were generated to direct the study. Literature review was done according to the variables under study. Survey research design was adopted for the study. Due to the manageable size of the population of the study, the researcher made use of the entire population (census) of two hundred (200) teaches and four hundred (400) learners. Two instruments were used for data collection; the Classroom Emotional Climate of Teachers (CECT) and the Teacher Psychological Variables (TPV). The instruments were subjected to face validation by three experts in measurement and evaluation in the Faculty of Education, University of Calabar. The reliability estimate of the instrument was established through the Cronbach alpha reliability method. The reliability coefficient rages from .76 to .85. One-Way Analysis of Variance (ANOVA) was the statistical analysis technique adopted to test the hypotheses under study. All hypotheses were subjected to testing at .05 level of significance. The results of the analysis revealed that, teachers’ motivation, emotion and teachers’ anxiety significantly influence classroom emotional climate. Based on the findings it was recommended among others that , the government in charge of primary level of education should endeavor to improve on teachers’ welfare, promotion and retraining as these could improve their classroom emotional climate, and enhance the learner’s performance and academic achievement.
Abang et al. (2026) studied this question.