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CHAPTER I
INTRODUCTION
Overview
Aiming towards excellence in teaching any given subject is the ultimate goal of
every teacher. To do such action, a competent teacher must commit himself to all the
students in the classroom so they will receive a fuller and more enriching education. He
needs to set up good examples and should become the role model to his students.
Different and related results have been revealed by these studies. In the latter years,
studies already include Emotional Intelligence as one of the factors affecting the teaching
their academics.
A person who has high Emotional Intelligence takes responsibilities for his
feelings, and is able to read non-verbal communication and with high regards about the
feelings of people around him. Oftentimes, he let his feelings guide him in the
performance of his duties and responsibilities. He acts out of desire, and not because of
duty, guilt, force or obligation. He never lets negative emotions dominate him and
Parker (1978) stated that the teaching performance affects much the behavior of
Emotional Intelligence plays an important part behind the success of a person in all
aspects of human life. Emotional Intelligence makes cooperative work and effects
Today, researchers hunt for the magic bullet that enables teachers to assess
student needs and make relevant connections in order to better motivate and instruct
students within their classrooms. However, the teacher effectiveness literature tends to
focus narrowly on cognitive outcomes, with insufficient attention placed upon broader
domains associated with student morale and social well-being, and the establishment of
cognitive/academic ability and the antiquated stand and deliver teaching methods have
failed to meet the needs of most students. The recognition and management of Emotional
Intelligence (EQ) by classroom teachers may be the edge necessary to make effective and
Intelligence of the Mathematics Teachers to their profile and their students’ Mathematics
a. Age,
b. Sex;
c. Civil Status;
e. Length of Service;
f. Monthly Salary?
a. Life Pressures,
b. Life Satisfactions,
c. Emotional Self-Awareness,
d. Emotional Expression,
f. Intentionality,
g. Creativity,
h. Resilience,
j. Constructive Discontent?
4. Is there a significant relationship between the profile of the teachers and their
a. Life Pressures,
b. Life Satisfactions,
c. Emotional Self-Awareness,
d. Emotional Expression,
f. Intentionality,
g. Creativity,
h. Resilience,
j. Constructive Discontent?
Results and findings of this study are deemed significant to the following:
better programs or trainings and activities that could help improve the values and
attitudes of teachers and that Emotional Intelligence should be given consideration when
hiring applicants.
significance to teachers and potential teachers in enhancing the critical role of raising
literacy, numeracy and other skills, and should be aware that their attitudes or Emotional
The Researcher. Results of this study has helped the researcher realized the
importance of relationship between the students. The appropriate closeness with the
students should be given great importance and that EQ plays a great role in imparting
Teacher Gender
It was found out on the study that Nursery and primary schools, followed by
special schools, had the largest majorities of female teaching staff with 195,400 numbers
in total. The highest proportion of female teachers of the nursery and primary governance
Teacher Age
Based on the findings of the study, LA nursery schools and special schools had
distinctly older age distributions than maintained mainstream schools, with larger
age profile than maintained secondary schools, with the largest proportion of teachers
The findings reveal that maintained secondary schools and academies (including
remaining CTCs) had more teachers whose highest qualification was a degree or higher,
reflecting the importance of subject specialisms for teachers of years 7-13. Contrastingly,
teachers in nursery, primary and special schools had larger shares of teachers with
On Emotional Intelligence
effectively apply the power and acumen of emotions as a source of human energy,
students (Trophy& Good, 1974; Coleman, et. al., 1966; Klem& Connell, 2004;McNulty
Emotional Intelligence research conducted over the past 20years makes arguments for the
use of Emotional Intelligence assessments to identify, hire, grow and promote employees
evolved over the course of the past 20 years due to intensive research and reporting. The
most widely known researchers, Peter Salovey of Yale University, John D. Mayer of the
University of New Hampshire, Daniel Goleman of Harvard and Reuven Bar-On of the
University of Texas, have provided several different definitions and models of Emotional
Intelligence, and all trace their roots from the works of Edward Thorndike and Howard
Gardner.
Edward Thorndike, the psychologist who articulated and publicly defended the
intelligence quotient (I.Q.) in the 1920s and 1930s, “proposed that other types of abilities
existed and needed to be differentiated from general intelligence. Thorndike’s main focus
was to suggest that the understanding and perception of one’s personal feelings, as well
intelligence” (Rozell, Pettijohn, & Parker, 2006). Thorndike proposed that social
intelligence was itself an aspect of a person’s IQ (Goleman, 1995). However, the idea of
social intelligence, its definition, and thorough investigations were neglected for many
decades.
Howard Gardner, in his 1983 book, Frames of Mind, expanded the concept of IQ
to include what he calls the Multiple Intelligences Theory. Gardner proposes that the
brain acquires knowledge and skill in different ways, through different modes, which
vary from individual to individual. His theory of multiple intelligence includes seven
intra personal. He states that inter and intra-personal relationships form the basis for the
floodgate for the consideration that the mind and humans in general, learn and interact in
a multitude of ways. Like Gardner, other researchers began considering how humans
construct and serious investigation into its usefulness intensified during the 1990s. This
link is even more important as Gardner’s ideas relating to multiple intelligences continue
Generally, “Theorists are interested in identifying the mental processes which involve
and others, and using the emotions in adaptive ways” (Finegan, 1998). Salovey and
involved in the recognition, use, understanding and management of one’s own and other
Brackett, & Mayer, 2007).They have since revised their own definition, stating,
“Emotional Intelligence involves, [1] the ability to perceive accurately, appraise, and
express emotion; [2] the ability to access and/or generate feelings when they facilitate
thought; [3] the ability to understand emotion and emotional knowledge; and [4]the
Mayer, 2007, p. 35). This expanded definition from Salovey and Mayer stretched across a
void to connect the idea of intelligence with the recognition that emotion and its
The first of these four dimensions is the ability to perceive, appraise and express
tone of voice, posture, and facial expressions in oneself and others. The second
dimension is the ability to use emotions to facilitate thinking and behavior, focusing on
how emotions influence our cognitive system. This dimension involves using intuition or
“gut-feelings” to help make decisions and be creative. The third dimension is the ability
to understand and use emotional knowledge (Mayer, Salovey, and Caruso, 2002) through
component of Emotional Intelligence. One needs to know how emotions change and
combine over time to effectively use this emotional knowledge. The fourth dimension is
the ability to manage and regulate emotions. Individuals who are high in this dimension
are usually very calm, not impulsive, and work well under pressure. They can typically
On, Maree, and Elias (2007) adds a separate layer of understanding and summarizes what
nondestructively.
• The ability to understand how others deal and relate with them cooperatively.
• The ability to manage change and the emotions generated by change, and to
Reuven Bar-On claims that “people who are emotionally and socially intelligent
are able to understand and express themselves, to understand and relate well to others,
and to successfully cope with the demands of daily life” (Bar-On, 2007). Bar-On’s
model, although very similar in definition to others, seems to make the distinction from a
and intrapersonal relationships. Bar-On exemplifies this by adding that those scoring high
credited with creating one of the most commonly used instruments for measuring
Emotional Intelligence, the EQ-I (Brown, Bryant, & Reilly, 2006). Many studies have
utilized the EQ-i to assess person’s intrapersonal and interpersonal competencies, stress
management, adaptability, and general mood. For the purposes of this study, the
researcher utilizes Bar-On's construct of Emotional Intelligence as assessed via the EQ-i.
From the writing of A Nation at Risk (1983) to the passage of No Child Left
Behind and the publishing of Breaking Ranks II (2004), the community, legislators, and
school administrators have come to realize the keen importance of having highly trained
and effective teachers in every child’s classroom. In addition, we now recognize that the
McNulty and Quaglia (2007) claim that “schools across the country are realizing
that rigor and relevance develop most naturally when they are cultivated on firm
grounding in relationships …if there is not a high level of positive relationships, students
will not respond to higher expectations” . Helm (2007) adds that teachers with the right
dispositions can be the keys to reach students from at-risk and under-privileged
environments. She further quotes a study by Harme and Pianta which “found that
students with significant behavior problems in their early years are less likely to have
problems later in school if their teachers are sensitive to their needs and provide frequent,
consistent, and positive feedback”. Whitfield and Klug (2004) promote the idea of
teachers as healers in the classroom and note that schools must hire and grow teachers
who can promote success for all students, including those who struggle in traditional
school settings. These statements emphasize the need for teachers and administrators to
recognize that teacher quality and effectiveness does not lie entirely in core subject
training and years of experience but also in the application of the affective domain to
reach the emotional dispositions of children to better connect and motivate their
achievement.
Andy Hargreaves (2000) claims that educators must look seriously at students’
emotions, conditions and expectations, and learn to ‘read’ students over time. This
reading of students may help to inform teachers' decisions with instruction, classroom
management and assessment. Those teachers who are better able to understand their own
and students’ needs may be better suited to initiate those actions, which promote student
success.
inventory (TSRI) which she developed. While approaching her study, Ang noted that a
relationships. She found, after conducting a multiple regression analysis with her three
TSRI factors (satisfaction, instrumental help, and conflict) that instrumental help and
conflict could predict students’ academic achievement scores. Findings from the present
influential in predicting older elementary and middle school students’ behavioral and
academic outcomes. Having a positive and satisfactory relationship with one’s teacher
and a relationship that is free from conflict and negative exchanges is associated with
lower levels of [student] anger and aggression. Furthermore, willingness to approach the
teacher for help and to view the teacher as a resource person is predictive of academic
academic performance within the classroom yet they still fail to identify the specific
competencies teachers utilize to build relationships and motivate students. Worley, et al.
classroom effects. Their goals were to “describe how award-winning teachers (a)
understand the ebb and flow of the classroom, (b)use a wide repertoire of communication
skills, (c) create relationships with students, and (d) effectively manage their classroom
climates”. The researchers found that teachers participating in their study regularly allow
spontaneity to drive instruction and that learning is at its best when students have an
opportunity to take ownership and apply the content to their own experience. Building
“Virtually all of the teachers in this study engage students in rapport-talk, a term
order to establish interpersonal rapport” (Worley, et al., 2007). The researchers added,
“these excellent teachers were interpersonally aware and responsive, thereby encouraging
open, warm, and communicatively confirming climates that willingly invited students’
The following are results of studies that are considered relevant to the present
study.
all aspects of human life such as education, careers and interpersonal relationship to
mention a few. Emotional Intelligence makes cooperative work and effects efficiency and
Tenedero (2001) explained that some people may succeed in school but fail in
“Rational Intelligence” is indispensable in passing the board exams for teachers, but
two competencies important to career success: (a) the ability to recognize personal and
others’ feelings and emotions; and (b) the ability to use that information to resolve
Brown (1994) cited that academic model that has been embraced by education
focuses on cognitive learning or knowledge transfer rather than on the thinking process
that leads to emotional learning and plays a big role in the career and life success.
characteristics of a superior teacher, such as: a) physical health, and dynamic personality,
b) emotional stability and sound mental health, 3) good grooming, poise, and refinement
in voice and action, 4) courtesy, kindness, sympathy, and tact, 5) patience, 6) sincerity
Aquino (1986) cited that there is more than one way to be a good teacher.
Specifically, this means that good teachers think in terms of human dignity, emotional
participation, courtesy, and giving a comment favorably. This also includes the ability to
smile and laugh, work hard, make children feel that they belong, trust children, hold
teachers are probably more important in determining teaching success than are cognitive
differences.
Ryan (1960) said that an excellent teacher who respects children is respected by
Cron and Cron (1978) also believed that better procedures of working can help
teachers improve their human relations with their administrators, fellow teachers and
students.
Permpool (1988) in his thesis mentioned that teachers are very vital factors in the
educational process to help attain the goals of education because of their formal training
to organize, stimulate, guide and direct and to give the necessary encouragement in the
learning process. He stressed further that more important than merely teaching for the
acquisition of skills and facts. Teaching involves the acquisition and development of
habits of thoughts, relations with fellowmen, initiative, and leadership. Thus, it is needed
that in order for the teachers to be more effective, they should continually update their
teaching competencies through advanced studies, possess healthy minds by having good
Further, Roque (1984) cited that teaching performance improves when efforts are
being recognized, and employees are motivated to excel in their respective areas of
concern. If they are satisfied and inspired, they can do their job more efficiently and
Cooper (1997) stated that EQ is not a new concept. Study after shows that high
Over 90% of trust and believability may be liked to EQ, not IQ;
Competitive Advantage.
Hein (1999) suggested the general characteristics of people of high and low
Intelligence include the following: Expresses his feelings clearly and directly with three
is not dominating by negative emotions such as: fear, worry, guilt, shame,
is intrinsically motivated;
is emotionally resilient;
doesn’t take responsibilities for his feelings but blames others for them;
can’t tell you why she feels the way she does, or can’t do it without blaming
someone else;
judges others;
lets things build up, then blow up, or react strongly to something relatively minor;
is uncomfortable to be around;
plays games;
is indirect or evasive;
is insecure and defensive and finds it hard to admit mistakes, express remorse; or
apologize sincerely;
rigidly clings to his beliefs because he is too insecure to be open to new facts;
uses his intellect to judge and criticize others without realizing he is feeling
superior, judgmental, critical, and without awareness of how his actions impact
is a poor listener;
interrupts;
invalidates;
construct that has not been adequately studied to date. One study investigates the
(Drew, 2006) while an Italian study (Fabio &Palazzeschi, 2008)considers the self-
efficacy of teachers and their resulting Emotional Intelligence. The goal of this review
and ultimately the related pilot study is to better understand and explore the possibility
that teachers, who maintain high levels of Emotional Intelligence, are better able to
The following argument frames the connection between this literature review and
justification for the related study. Studies indicate that students perform better in
Achievement increases when students know that teachers care and demonstrate interest
(McNulty &Quaglia, 2007). Studies into Emotional Intelligence in the workforce indicate
that employees with higher levels of Emotional Intelligence and emotion regulation relate
better with their peers(Goleman, 1995), report lower levels of stress, interact better with
their clients and community (Meier, et.al., 2006), and have a higher rates of task
Several studies consider Emotional Intelligence and its potential connection in the
classroom. For example, one study investigated the relationship between student
adolescents… and found academic success to be satiated with higher levels of total EI,
via assessment of the EI of different academic levels [of students]” (Downey et al.,
service student teachers and their success in student teaching. Drew (2006), in his study,
Bachelor of Secondary Education
ILOCOS SUR POLYTECHNIC STATE COLLEGE 20
found some evidence indicating that Emotional Intelligence may eventually be a useful
conceptual tool to predict student teacher performance in forming the future selection of
educators. An Italian study considered the Emotional Intelligence of teachers and the
relationship with self-efficacy. The researchers utilized the Bar-On EQ-i and the Ohio
State Teacher Efficacy Scale. The study did not consider student achievement but did
report on teacher efficacy and Emotional Intelligence. Fabio and Palazzeschi (2008)
found that “Higher Emotional Intelligence was linked to higher teacher self-efficacy in
the capacity to manage the classroom, motivate and involve students, and use appropriate
teaching strategies”. This study is important because it demonstrates that teacher effects
Objectives
1. To determine the significant relationship between the profile of the teachers and
This study was conducted at Narvacan National Central High School, Narvacan
Ilocos Sur during the School Year 2015-2016 specifically from January to March 2016.
Six (6) Mathematics Teachers of NNCHS and their students were considered as the
The scope of this study is focused on the relationship between the EQ level of the
Mathematics teachers and their students’ performance. The performance was further
delimited to their grades in Mathematics for the three grading periods of School Year
2015-2016.
The level of Emotional Intelligence (EQ) of the teachers were delimited only
CHAPTER II
METHODOLOGY
Research Design
study to achieve the desired output. Descriptive research obtains facts about existing
conditions, in this study, it involves the profile of the teacher respondents and the
relationships between current phenomena such as the relationship between the profile of
the Mathematics teachers and their Emotional Intelligence and the relationship between
the Emotional Intelligence of the teachers and the Mathematics performance of the
students.
Sources of Data
The respondents of the study were the six (6) Mathematics Teachers of Narvacan
Research Instrument
This study made use of a questionnaire consisted of two parts as his main data
gathering instrument. The instrument used was a questionnaire based and adapted from
The first part deals with the profile of the Mathematics teachers while the second
part is the adapted questionnaire from the EQ MAP™ Questionnaire: The EQ MAP™,
assess their personal EQ levels and enhance their EQ leadership and performance in the
namely:
situations.
often run into difficulty bringing EQ into his day-to-day life. The over-all EQ
performance of a person under this level is unsteady and may fluctuate from situation to
situation.
The four levels of performance zones on each of the scales ranged as follows:
asked for records of grades of students from their Mathematics teachers and did
documentary analysis.
The data were consolidated and based on the DepEd Order 12, s 2012, “Policy
which the student is performing shall be based on a numerical value which is arrived at
after summing up the results of the student’s performance on the various levels of
The performance of students shall be described in the report card, based on the
DID NOT MEET EXPECTATIONS– The student at this level struggles with
his/her understanding prerequisite and fundamental knowledge and/or skills have not
knowledge and skills and core understandings, but needs help throughout the
knowledge and skills and core understandings and with little guidance from the teacher
and/or with some assistance from peers, can transfer these understandings through
fundamental knowledge and skills and core understandings, and can transfer them
terms of knowledge, skills and understandings, and can transfer them automatically and
was used.
CHAPTER III
This chapter presents the data gathered, the analysis and interpretation of the
Table 1 presents the profile of the teachers. It shows that majority (50%) of the
teachers are aged 40-49 years old, 66.67% of them are female sex. This is similar with
the research results of the Education Standards Analysis & Research Division (ESARD)
of the Department of Education of England (p5) that the teaching workforce comprises
respondents are married; only one is single and one, widowed. Moreover, it shows that
majority (66.67%) of the respondents finished their Bachelor’s Degree with units of
Master’s Education. This finding is in direct proportionality with the research of the
ESARD (Dep-Ed, England) that the teachers are mostly on higher degree (p.5) of
education. In terms of their length of service, it can be seen from the result that most of
the respondents are already 6-10 years in the teaching service with 33.33%. Hence, the
frequency of the monthly salaries of the respondents is equally distributed with 50% each
Life Pressure. The level of EQ of the Mathematics teachers along life pressures
is shown in Table 2. Majority (66.67%) of the respondents are Optimal or they show
great strength, effectiveness and creativity even under pressure while two (33.33%) of
them are Vulnerable or has an unstable level of EQ and may fluctuate from situation to
situation. Based on the results of the informal interview conducted, when they are under
pressure, majority of the Mathematics teachers can handle these pressures but the other
two respondents were sometimes affected and become unstable in their actions.
Life Satisfactions. Findings revealed that all the respondents’ level of EQ along
Life Satisfactions is Optimal. Once a teacher is satisfied then, that will serve as his
strength and he will become creative and fruitful. These findings proved the claim of
Roque (1984) that teaching performance improves when efforts are being recognized, and
employees are motivated to excel in their respective areas of concern. If they are satisfied
and inspired, they can do their job more efficiently and effectively inspite of the
Emotional Self-Awareness. It can be seen from the results shown in Table 2 that
These values imply that sometimes the Mathematics teachers were not aware of their
emotions and sometimes cannot control their anger if their students were undisciplined,
and this usually happens in the lower section as observed by the researcher. However, it
was also observed that half of the respondents were proficiently aware of their emotions
effectiveness.
Emotional Expression. Findings shown in table 2 also revealed that none of the
teachers has an “Optimal” EQ level in terms of Emotional Expression. They are good
actors and actresses for they can hide what their true feelings are. This is supported by the
data showing that 50%, 33.33% and 16.67% of the respondents have “Vulnerable”,
“Proficient”, and “Caution” level of EQ, respectively. This result further implies that
most of the teachers run into difficulty showing their real feelings through their
emotional expressions, some of them showed balanced EQ effectiveness and few of them
has a compromised EQ ability and needs enhancement along this scale of emotion.
than half (66.67%) of the respondents are “Optimal” or showed perfect strength in terms
of being emotionally aware of their students’ needs. Based from their answers in the
informal interview or conversation with them, if they observed that there is something
wrong with their students, they will look into the reason behind and give due
considerations based on the situation. It should be noted however that two or (33.33%) of
the teacher respondents have difficulty in giving considerations to students and unstable
Intentionality. It can be seen from the result that most of the respondents that
majority (50%) of the respondents are “Vulnerable” in terms of the Intention of their
actions in dealing with different situations while two or 33.33% have steady and balanced
EQ effectiveness in most situations while results also showed that one (16.67%) of them
belongs to the “Caution” level or has an unstable emotional quotient in terms of the
Emotional Intelligence along creativity and two (33.33%) have “Vulnerable” level of EQ.
The Mathematics respondents of this study were creative enough to adjust to the learning
respondents were “Vulnerable” while few of them belongs to the “Optimal”, Proficient”
and “Caution” level. This further implies that under different problems or trials, the
situations to positive ones and trying to come up with alternative plans in case that
problems arises.
Mathematics teachers find difficulty in bringing EQ to their daily life activities. Some
have friends and family to turn to in times of difficulties but they most of the times work
on their own problems and find solution to problems they encounter on their own.
Constructive Discontent. It can be seen from the result that the respondents are
equally divided into “Vulnerable” and “Caution” level. Some of them claimed that they
cannot work correctly and effectively under pressure and problems while some of them
most of the students are in satisfactory level with 34.32% which indicates that most of the
students have developed the fundamental knowledge, skills and core understandings and
with the guidance of the teacher can do performance tasks. Furthermore, it indicates that
Bachelor of Secondary Education
ILOCOS SUR POLYTECHNIC STATE COLLEGE 33
most students also have developed the fundamental knowledge, skills and core
understandings and can do tasks independently with 26.69%, Very Satisfactory level.
Hence, only few exceed the core requirements in terms of knowledge, skills, core
Table4.aCorrelation between the profile of teachers and the level on life pressure scale
Profile and Life Pressure. Table 4a showed that the profile of the respondents
revealed a negative marked correlation with their level of Emotional Intelligence along
life pressures except for educational attainment which is shown by the correlation
coefficient r=0.52 interpreted as moderate direct correlation. This result further implies
that the higher the educational attainment of the teachers, the higher will be their level of
Table4.bCorrelation between the profile of teachers and the level on life satisfactions
scale
Profile Correlation Coefficient Descriptive Equivalent
Age -0.348 Definite but Small Inverse
Correlation
Sex -0.202 Slight Inverse Correlation
Civil Status 0 No Correlation
Educational Attainment -0.011 Almost Negligible Inverse
Correlation
Teaching Experience -0.294 Definite but Small Inverse
Correlation
Monthly Salary 0.630 Marked Direct Correlation
Profile and Life Satisfactions. Table 4.b showed that there is no correlation
between the civil status and level of EQ of the teachers in terms of their Life’s
Satisfaction, while the other profile showed inverse correlations. However, we can also
see from the result that a moderate direct relationship exists between the monthly salary
of the respondents and their EQ on Life’s Satisfaction. The higher their salary, the more
Table4.cCorrelation between the profile of teachers and the level on emotional self-
awareness scale
Profile Correlation Coefficient Descriptive Equivalent
Age 0.258 Definite but Small Direct
Correlation
Sex 0.201 Slight Direct Correlation
Civil Status -0.691 Marked Inverse Correlation
Educational Attainment 0.741 Substantial Direct
Correlation
Teaching Experience 0.255 Definite but Small Direct
Correlation
Monthly Salary 0.570 Moderate Direct Correlation
educational attainment of the teachers showed substantially direct correlation with their
salary and a definite but small correlation with their teaching experience, age and slight
direct correlation with sex. It was only Civil Status that showed a marked inverse
relationship with their EQ on emotional self-awareness. Single people have higher level
correlation between the sex and level of EQ on the emotional expression of the
respondents. This implies that female teachers have higher EQ on emotional expressions
as compared to the male teachers. This is because males can hide their emotional
expressions more than females. Results also showed that the teaching experience (-0.504)
Table4.e Correlation between the profile of teachers and the level on emotional
awareness of others scale
Profile Correlation Coefficient Descriptive Equivalent
Age 0.182 Slight Direct Correlation
Sex 0.282 Definite but Small Direct
Correlation
Civil Status -0.552 Moderate Inverse
Correlation
Educational Attainment 0.481 Moderate Direct Correlation
Teaching Experience -0.045 Almost Negligible Inverse
Correlation
Monthly Salary 0.199 Slight Direct Correlation
moderate inverse correlation between the level of EQ of the teachers on the emotional
awareness of others and their civil status. Single teachers tend to pay more attention on
the emotional condition of others than married teachers. This is because, single teachers
have more time to become aware of others’ emotion than married teacher does. A
negligible inverse correlation was also observed in the teaching experience and emotional
awareness to others. Results further show that among all the profile of the respondents,
moderate direct correlation was found out between the educational attainment of the
teachers and their emotional awareness to others. Education, in this case, plays a vital
Table4.fCorrelation between the profile of teachers and the level on intentionality scale
Profile Correlation Coefficient Descriptive Equivalent
Age 0.715 Substantial Direct
Correlation
Sex 0.733 Substantial Direct
Correlation
Civil Status 0.106 Slight Direct Correlation
Educational Attainment -0.057 Almost Negligible Inverse
Correlation
Teaching Experience 0.477 Moderate Direct Correlation
Monthly Salary 0.427 Moderate Direct Correlation
direct correlation with that of their sex and age, moderate direct correlation with their
teaching experience and monthly salary. This further implies that the EQ level on
intention of the teachers is affected by their age and sex. Male have a more steady
intention or objective under a certain topic in Mathematics than female teachers do. Male
and older faculty stand on their objectives while female and younger teachers can change
Table4.gCorrelation between the profile of teachers and the level on creativity scale
Profile Correlation Coefficient Descriptive Equivalent
Age 0.228 Definite but Small Direct
Correlation
Sex 0.433 Moderate Direct Correlation
Civil Status -0.471 Moderate Inverse
Correlation
Educational Attainment -0.379 Definite but Small Inverse
Correlation
Teaching Experience 0 No Correlation
Monthly Salary 0.272 Definite but Small Direct
Correlation
moderate direct correlation to their sex. Male Mathematics teachers have a greater sense
of creativity than the female teachers while a moderate inverse correlation exists between
their level of EQ on creativity and their Civil Status. Single teachers have higher sense of
Table4.hCorrelation between the profile of teachers and the level on resilience scale
Profile Correlation Coefficient Descriptive Equivalent
Age -0.233 Definite but Small Inverse
Correlation
Sex 0.290 Definite but Small Direct
Correlation
Civil Status -0.285 Definite but Small Inverse
Correlation
Educational Attainment 0.130 Slight Direct Correlation
Teaching Experience -0.349 Definite but Small Inverse
Correlation
Monthly Salary -0.370 Definite but Small Inverse
Correlation
resilience and the profile of the respondents, it can be seen from Table 4h that all the
profiles of the respondents showed a definite but small negative correlation on their level
of EQ on resilience except for sex and educational attainment which showed a correlation
coefficient of 2.90 and 0.130 interpreted as definite but small direct correlation and slight
direct correlation respectively. This implies that the resilience of the respondent was not
so much affected by their profile for they only show a small correlation inversely or
directly.
of the teachers, the higher is their level of EQ along Interpersonal Connections Scale.
marked direct correlation. On the other hand, a moderate inverse correlation was
observed between civil status and the level of EQ of the students. Single teachers have
higher interpersonal connections than married teachers. They have lot of friends and
companions to turn to in times of problems and trials as what they revealed in their
Table4.j Correlation between the profile of teachers and the level on constructive
discontent scale
Profile Correlation Coefficient Descriptive Equivalent
Age -0.281 Definite but Small Inverse
Correlation
Sex -0.638 Marked Inverse Correlation
Civil Status 0.391 Definite but Small Direct
Correlation
Educational Attainment -0.377 Definite but Small Inverse
Correlation
Teaching Experience -0.303 Definite but Small Inverse
Correlation
Monthly Salary -0.526 Moderate Inverse
Correlation
Profile and Constructive Discontent. It can be seen from the results indicated
in Table 4.i that it is only civil status that show a definite but small direct correlation to
the level of EQ on constructive discontent while the rest showed an inverse relationship.
monthly salary (-0.526) with marked inverse correlation and moderate inverse
correlation. These results imply that the EQ level of the Mathematics teachers was
inversely affected by their sex and monthly salary. Female teachers tend to reach out
more than the male teachers and those with lower salary find more time in sharing their
problems with their colleagues and friends than those with higher monthly salary.
It should be noted however that the profile of the respondents although showed
not exist.
Table5.Correlation between the grades of students and the Emotional Intelligence of the
teachers
Emotional Intelligence Correlation Coefficient Descriptive Equivalent
Scale
Life Pressures 0.094 Almost Negligible Direct
Correlation
Life Satisfactions -0.231(**) Definite Inverse Correlation
Emotional Self-Awareness 0.187(**) Slight Direct Correlation
Emotional Expression -0.221(**) Definite but Small Inverse
Correlation
Emotional Awareness of 0.239(**) Definite but Small Direct
Others Correlation
Intentionality -0.120 Slight Inverse Correlation
Creativity 0.417(**) Moderate Direct Correlation
Resilience 0.521(**) Moderate Direct Correlation
Interpersonal Connections -0.211(**) Definite but Small Inverse
Correlation
Constructive Discontent -0.603(**) Moderate Inverse
Correlation
teachers along resilience, creativity, emotional awareness on others, and emotional self-
students. These results imply that the higher the level of EQ of the teachers along these
scales, the higher will be the grades of their students. This is in consonance with the
findings of the research of Fabio and Palazzeschi (p19) that the higher Emotional
Intelligence was linked to higher teacher self-efficacy in the capacity to manage the
classroom, motivate and involve students, and use appropriate teaching strategies which
can lead to a higher student performance. This is also in coherence with the claim of
McNulty & Quaglia (p18) that achievement increases when students know that teachers
care and demonstrate interest in teaching the students. Furthermore, Ang, 2005 (p12)
stated that the absence of conflict and negative interaction within the teacher-student
Results also revealed that the level of EQ of the Mathematics teachers along
significant negative correlation with the students’ grades in Mathematics. This further
implies that the higher the EQ level of the teachers along these scales, the lower will be
to the results of studies which indicate that students perform better in classrooms
instructed by teachers who make relational or interpersonal connections with them (p18).
Findings
Majority of the respondents are 40-49 years old, married female. Their highest
educational attainment is Bachelor’s Degree with masteral units has 6-10 years of
The level of Emotional Intelligence (EQ) of the teachers along the different EQ
Scales were as follows; The Mathematics teachers have OPTIMAL EQ level along Life
which indicates that most of the students have developed the fundamental knowledge,
There is no significant relationship between the profile of the teachers and their
EQ. However, since the computed correlation coefficient is nonzero, a possibility that the
correlation to the Mathematics performance of the students. On the other hand, the level
grades in Mathematics.
Conclusions
affect their students’ performance. Teachers who show compassion and emotional
awareness of others can arouse interest and motivates the students to perform better
inside the classroom. It can be generally concluded that the level of EQ of a teacher can
Recommendations
Based on the findings and conclusion drawn in this study, it is recommended that
important consideration. Once in a while, teachers should analyze the situation and
problems of the students so that they will be able to design appropriate teaching strategies
that suits the students’ life situation. Also, administrators may administer an EQ test to
determine the EQ level of their teachers and will serve as a basis for their action plans.
The teachers may cogitate on being more creative and resilient in their instruction so that
the performance of the students will become better. EQ of students may also be given
consideration.
BIBLIOGRAPHY
PDFs:
Relationship between The Emotional Intelligence Of Teachers And Student
Academic Achievement, David Allen Rust, University of Kentucky 2014
Bar-On, R., & Handley, R. (2003). The Bar-On EQ-360. Toronto, Canada:
Multi-Health Systems
.
Bar-On, R., Maree, J. G., & Elias, M. J. (Eds.). (2007). Educating people to
be emotionally intelligent. Westport Connecticut: Praeger.
Brown, F.W., Bryant, S.E., Reilly, M.D., (2006). Does Emotional Intelligence
– as measured by the EQI – influence transformational leadership and/or desirable
outcomes? Leadership& Organization Development Journal,27(5), 330 - 351.
Mayer, J., Salovey, P., & Caruso, D. (1999).MSCEIT item booklet (research
version 1.1). Toronto: MHS publishers.
Rust, D.A., (2006). How can school leaders affect increased student
achievement through the evaluation of teachers? Paper presented at the2nd
International Symposium on Education Reform, University of Jyväskylä, Finland, June
15, 2006.
APPENDIX A
March 4, 2016
Sir:
Christian Greetings!
I am a fourth year Bachelor of Secondary Education – Major in Mathematics student of
Ilocos Sur Polytechnic State College, Sta. Maria Ilocos Sur. One of the requirements of
the degree that I am currently pursuing is a research.
In this connection, may we request from your good office permission to conduct our
research entitled “EMOTIONAL INTELLIGENCE OF MATHEMATICS
TEACHERS AND THEIR STUDENTS’ PERFORMANCE” in your school. It is
hoped that results of this study will contribute to the improvement of quality education
particularly along Mathematics teaching and instruction.
May we also request our permission to allow me to do a documentary analysis on the
Mathematics performance using the three grading period grades of the said students. This
will be requested from their teachers in Mathematics performance. Rest assured that all
data collected will be kept in strictest confidentiality and will be used solely for the
purpose of this study.
We hope this request merits your kind approval.
Thank you very much and God Bless!
Noted:
(Sgd.) ARLENE P. ABLOG, MAED
Adviser
Approved:
APPENDIX B
Part I.
PERSONAL INFORMATION
Name: ______________________________________
Sex: Age:______
___ Male
____Female
Civil Status:
___Single
____Married
____Widowed
Educational Attainment:
___Doctoral Degree
___Master’s Degree with Doctoral Units
___Master’s Degree
___Bachelor’s Degree with Masteral Units
___Bachelor’s Degree
Teaching Experience:
___More than 25 years
___21-yrs – 25 yrs
___16 yrs – 20 yrs
___11 yrs – 15 yrs
___6 yrs – 10 yrs
___ 1 yr – 5 yrs
___ Less than a year
Monthly Salary:
___ More than Php20,000
___Php15,000-Php20,000
___Php10,000-Php14,000
___Php5,000-Php9,000
___Less than Php5,000
Part II.
PERSONAL PRESSURES:
1. Financial difficulties……………………….…..… 3 2 1 0
2. Increased caretaking responsibilities for an aging
or disabled relative………………………………… 3 2 1 0
3. Conflict with partner or spouse…………………. 3 2 1 0
4. Raising a child…………………...……………… 3 2 1 0
5. Being separated from my spouse………..……… 3 2 1 0
6. Deteriorating personal health……………………. 3 2 1 0
7. Finding quality day care or problems with current
Day care situation…………..……………………… 3 2 1 0
8. Not enough time to spend with those closest to me. 3 2 1 0
9. Dangerous or unsafe neighborhood….…………. 3 2 1 0
10. Serious personal illness or injury……………….. 3 2 1 0
11. Relationship with close relative(parent, sibling, in-law) 3 2 1 0
12. Sexual conflict or frustration………………….. 3 2 1 0
13. Work-family conflict………………………..… 3 2 1 0
14. Lonely or lack of intimacy…………………….. 3 2 1 0
WORK STATIONS
Think about… the past month. For each of the statements listed below, please indicate how true each is for
you.
Very True A Little Not True
True True At All
1. I enjoy my job…………………………………… 3 2 1 0
2. I have a supervisor whom I like and trust………. 3 2 1 0
3. I would rather make more money at a less
interesting job……………………………………… 0 1 2 3
4. I believe in what my employer stands for………. 3 2 1 0
5. I have a good physical working environment….. 3 2 1 0
6. I receive adequate compensation for my work…. 3 2 1 0
7. I feel liked and valued by the people at work…… 3 2 1 0
8. I receive feedback about the quality of work…… 3 2 1 0
9. I use my abilities and talents on the job………… 3 2 1 0
10. I participate in decisions about the things at
work which affect me……………………………… 3 2 1 0
11. I am respected by people in the community for
my job……………………………………………… 3 2 1 0
12. When considering by contributions, I feel
shortchanged by my company……………………… 0 1 2 3
13. Resources are limited, I have to fight to get
things done…………………………………………. 0 1 2 3
their eyes…………………………………………. 3 2 1 0
2. I find it difficult to talk to people who do not
share my views…………………………………… 0 1 2 3
3. I rarely have the urge to tell someone off……… 3 2 1 0
4. no matter with whom I am speaking, I am
always a good listener……………………………. 3 2 1 0
5. I can sense the mood of a group when I walk
into the room……………………………………... 3 2 1 0
6. I can get new people I meet to talk about
themselves………………………………………… 3 2 1 0
7. I am good at “reading between the lines” when
someone is talking………………………………… 3 2 1 0
8. I can usually tell how others feel about me……. 3 2 1 0
9. I can sense someone’s feelings even when
Unspoken…………………………………………. 3 2 1 0
10. I can change my emotional expression
depending upon the person I am with…………… 0 1 2 3
11. I can tell when someone close to me is upset… 3 2 1 0
12. when interacting with others, I can sense how
they are feeling………………………………….. 3 2 1 0
SCALE 7. CREATIVITY
Think about… the past month. For each item below, please indicate how well the statement describes your
behavior
This describes me
Very Moderately A Little Not At All
Well Well
1.I’ve suggested innovative projects for my
Company………………………………………….. 3 2 1 0
2. I participate in the sharing of information and
Ideas………………………………………………. 3 2 1 0
3. I fantasize about the future to help me figure out
where I am going………………………………… 3 2 1 0
4. My best ideas happen when I am not really
thinking about them………………………………. 3 2 1 0
5. I’ve had brilliant ideas that came to me in a flash
and were fully formed……………………………. 3 2 1 0
6. I have a good sense of when ideas will succeed
or fail……………………………………………… 3 2 1 0
7. I am fascinated by new and unusual concepts…. 3 2 1 0
8. I’ve implemented innovative projects at my
Company………………………………………….. 3 2 1 0
9. I get excited by new ideas and solutions……….. 3 2 1 0
10. I am good at brainstorming on a problem to
generate options…………………………………… 3 2 1 0
SCALE 8. RESILIENCE
Think about… the past month. For each item below, please indicate how well the statement describes your
behavior
This describes me
Very Moderately A Little Not At All
Well Well
1.I can bounce back after feeling disappointed…… 3 2 1 0
2. I can accomplish what I need to if I put my mind
to it………………………………………………… 3 2 1 0
3. Obstacles or problems in my life have resulted in
unexpected changes for the better………………… 3 2 1 0
4. I find it easy to wait patiently when I need to….. 3 2 1 0
5. There is always more than one right answer…… 3 2 1 0
6. I know how to satisfy all parts of myself………. 3 2 1 0
7. I am not one to procrastinate…………………… 3 2 1 0
8. I am afraid to try something again when I have
failed at it before…………………………………… 0 1 2 3
9. I decide certain problems are not worth worrying
About………………………………………………. 3 2 1 0
10. I relax myself when tension builds up…………. 3 2 1 0
APPENDIX C
BIBLIOGRAPHY
happiness.
Through ups and downs, he uses his skills as a future educator. Being good in
Oral Communication, he shows that he is capable of being a good speaker and debater;
intensifies the real essence of flexibility in good teaching. Being exposed and have
interacted to a wide variety of personality, he can understand how a person feels and
show empathy and sympathy to others. And being a God-fearing person, he shows that
He had joined Regional and National Competitions, and won several awards for
(December, 2014), he garnered 2nd place in Copyreading and Headline Writing and 9th
The researcher believes in himself, that every endeavor is a mere challenge for his
future success.