Emotional Intelligence and Teaching Performance of Teachers

Abstract

Emotionally Intelligent teachers can have better performance in school. This study aimed to investigate the teachers' extent of emotional intelligence in terms of Self-awareness, Self-regulation, Self-motivation, Empathy and Social skills of teachers; the level of teachers' performance and the significant relationship of emotional intelligence and performance of the teachers in Villanueva North District. This study utilized the descriptive correlational research design of the study in which all elementary public school teachers in DepEd Villanueva North District for the School Year 2021-2022 with 127 respondents. An adapted and modified questionnaire from Goleman (2017) was used to attain the objectives set in this study. Mean, Standard Deviation, Frequency and Percentage were utilized. Pearson Moment Correlation Coefficient was also used to get the significant relationship. Results showed that teachers in Villanueva North District have high emotional intelligence especially in Self-regulation or Self-management. Most of the teachers are Outstanding and there is a significant relationship of the teachers' emotional intelligence and their performance. Thus, emotional intelligence is associated with the teachers' performance. This suggests that schools will conduct activities among teachers that can promote camaraderie to improve their social skills being part of their emotional intelligence with lesser Mean.