People and Behavior Analysis.
Vol.
2 No.
https://doi.
org/10.
31098/pba.
Research Paper Emotional Intelligence and Teacher Productivity and Performance in Public Elementary Schools: An Input for a School-Based Intervention Program Haide J.
Galang1* .
Alberto D.
Yazon2 .
Marcial Bandoy3.
Lerma P.
Buenvenida4.
Karen A.
Manaig5 1,2,3,4,5 Laguna State Polytechnic University.
Philippines Received : July 2, 2024 Revised : September 25, 2024 Accepted : September 27, 2024 Online : September 30, 2024 Abstract Emotional intelligence (EI) is crucial to every individual's well-being.
It is a significant factor in establishing positive relationships, especially in the post-pandemic era.
Teachers play vital roles in education as they are the front liners who directly interact with learners, parents, and stakeholders.
Therefore, they should have a strong EI to employ constructive approaches in managing their school environment.
Therefore, educational leaders and school administrators must recognize how personal challenges impact teachers' emotional intelligence, particularly during the pandemic, by establishing reliable support mechanisms that foster a positive learning atmosphere.
These resources can help teachers manage personal issues and empower them to support their students effectively.
The study analyzed the impact of Emotional Intelligence on teachersAo productivity and performance as input for a school-based intervention program.
This descriptive research utilized a quantitative correlation approach.
A simple random sampling technique was employed to determine the population sample size.
The questionnaire was sent to 655 target respondents from two sub-offices of the Division of Laguna.
Department of Education.
Philippines, through two methods: via a Google link or using paper and pen, with the permission of their school heads.
The questionnaire was sent to the target participants in two ways: through a Google link or through paper-and-pen with the permission of the participantsAo school The results revealed that the respondents demonstrated high emotional intelligence but average stress On the other hand, they were both at high levels in terms of productivity and performance.
The relationship between emotional intelligence and teachersAo productivity exhibited moderate correlations, while there was a strong correlation between Emotional Intelligence and Teaching Performance.
Finally, some demographic factors influenced the relationship between emotional intelligence (EI) and Teaching Performance.
Most school interventions focus on skill development, curriculum development, teaching methodologies, or student support systems, and Emotional Intelligence is often neglected.
Providing emotional support to teachers is important for recognizing how their emotional states impact their effectiveness and the learning environment.
This support can help to continually enhance productivity and performance, leading to better learning outcomes.
Keywords: Emotional Intelligence.
TeachersAo Productivity.
TeachersAo Performance.
Stress.
Motivation.
Intervention Program
INTRODUCTION
The teaching and learning process typically occurs in classrooms where knowledge is imparted and shared and where students and teachers interact.
Hence.
Teachers are expected to be productive, exerting their utmost effort to perform their duties effectively and efficiently and ensuring positive learning outcomes (Su et al.
, 2.
Moreover, they are responsible for fostering a positive learning environment that promotes healthy interactions with learners and significantly contributes to nurturing Emotional Intelligence (EI).
The challenges faced by public school teachers often stem from low Emotional Intelligence (EI), difficulties in managing emotions, and elevated stress levels that hinder appropriate responses to various situations.
In the Philippines, numerous studies have reported that teachers experience stress due to their careers (Go et al.
, 2.
Vice President and Education Secretary Sara Duterte revealed that the Department of Education (DepE.
received 1,800 complaints from children from 2019 to 2022 (Malipot, 2.
Despite these personal challenges, teachers are Copyright Holder:
A Galang et al.
Corresponding authorAos email: haidegalang.
31@gmail.
This Article is Licensed Under:
People and Behav.
Analysis expected to fulfill their duties and play multiple roles as required.
Consequently, poor balance and management of personal lives with professional responsibilities can result in stress that affects teachersAo productivity, leading to poor performance.
Therefore, the importance of emotional intelligence (EI) in the field of education has been widely recognized.
TeachersAo Emotional Intelligence and Effectiveness in teaching were significant, thus stressing that teachers with high emotional intelligence employ positive strategies for handling stress at school (Siddique et al.
, 2.
Therefore, it is essential to develop and nurture Emotional Intelligence among teachers in public schools.
Enhancing EI enables teachers to manage various situations, students, and environments more effectively (Miri & Pishgadam, 2.
Additionally, it empowers students to regulate their emotions and make sound decisions in everyday classroom scenarios.
High EI levels not only assist teachers in reducing stress and emotional exhaustion but also enhance their personal and professional well-being, leading to more effective teaching and learning processes.
TeachersAo performance is influenced by their Emotional Intelligence across different facets of their profession.
Teachers with high Emotional Intelligence are more adept at navigating intricate and dynamic classroom dynamics and fostering a positive and effective teaching and learning environment (Zheng et al.
, 2.
Emotional Intelligence is an asset in the workplace, impacting performance in a way that requires assessment.
Acknowledging and integrating Emotional Intelligence into performance evaluations can lead to a more comprehensive and accurate assessment of an individualAos skills and contributions to the organization.
The purpose of this study was to investigate the complex relationship between Emotional Intelligence.
Productivity, and Performance among public elementary school teachers in the Division of Laguna, specifically in the sub-offices of Bay and Los Bayos.
The results of this study will serve as a foundation for developing an intervention program aimed at improving Emotional Intelligence and teaching performance to enhance productivity.
In addition, it aims to bridge the gap between theoretical understanding and practical implementation.
The researcher conducted the study to determine the significant relationship between Emotional Intelligence.
Productivity, and Performance of public elementary school teachers in the Bay and Los Bayos Sub-Offices.
Division of Laguna to create a relevant and meaningful intervention program for teachers for professional development and resilience.
Statement of the Problem This study assessed the Emotional Intelligence (EI) and productivity of elementary school teachers in public schools within the Division of Laguna, specifically the Bay and Los Bayos suboffices.
This study provided significant input for the Intervention Program and aimed to answer the following questions:
What are the demographic profiles of teachers? What is the level of Emotional Intelligence (EI) Competence of the respondents? What is the level of teachersAo productivity? What is the level of teaching performance? Is there a significant relationship between the respondentsAo Emotional Intelligence (EI) competency and teacherAos productivity? Is there a significant relationship between the respondentsAo Emotional Intelligence (EI) competency and teaching performance? Does the respondentsAo demographic profile significantly moderate the relationship between their Emotional Intelligence, teachersAo productivity, and teaching performance? What intervention plan or program for teachers could be recommended based on the study's People and Behav.
Analysis LITERATURE REVIEW Certainly, having a high Intellectual Quotient (IQ) is undeniably important for success in life.
However, success cannot be attained solely through IQ.
Emotional Quotient (EQ) or Emotional Intelligence (EI) is equally indispensable.
Helping solve problems rationally is essential for building stronger relationships, achieving success in work or school, reaching career and personal goals, reducing group stress, resolving conflicts, and enhancing job satisfactionAiall of which are important elements for success in life (Frothingham, 2.
Mayer and SaloveyAos Ability Model .
emphasizes four emotional skillsAiperceiving, understanding, managing, and using emotions for decision-making (Brackett et al.
, 2.
BoyatzisAo Competency Model .
focuses on emotional intelligence skills like self-awareness, adaptability, and leadership, while GolemanAos Mixed Model .
integrates both ability and trait emotional Bar-OnAos Mixed Model .
assesses 15 emotional and social competencies, including self-awareness and relationship management (Coventry University, 2.
Furthermore, people with high EI possess specialized talents for evaluating and managing As a result, individuals with high EI are considered adept at regulating their own emotions and those of others, leading to several recognized adaptive outcomes.
This recognition arises from the theoretical significance and practical implications in everyday life, which are acknowledged by both the scientific community and the public (Bru-Luna et al.
, 2.
Teachers, like other individuals, experience emotional struggles both personally and The Department of Education (DepE.
has reported incidents of child abuse involving teachers in schools.
Recently, an issue involving an elementary schoolteacher in Antipolo City garnered attention when a grade 5 student allegedly died after being slapped (Ombay, 2.
In some cases, there have been reports of teachers committing or attempting suicide because of personal or professional issues.
In response, the assistant division superintendent of DepEd-Leyte.
Edgar Tenasas, emphasized the importance of providing public school instructors with stress management skills (Meniano, 2.
Poor emotional intelligence among teachers may result in poor performance, which is reflected in learnersAo outcomes and places the countryAos basic education system at risk.
This was evident in the recent PISA (Program for International Student Assessmen.
results, in which the Philippines ranked 76th out of 81 countries.
In this regard, the TeachersAo Dignity Coalition (TDC) condemned the governmentAos failure to address problems in the education sector, particularly concerning the welfare and dignity of teachers, which has resulted in poor performance of Filipino learners (Marcelo, 2.
A previous study pointed out that only 20% of lifeAos results are influenced by cognitive intelligence, while the remaining 80% are attributed to emotional intelligence (EI).
He also stressed that EI is a foundational skill that shapes all our words and behaviors since our brains are inherently wired to prioritize emotions, guiding our behaviors that can be honed even if one is not born with an innate capacity and can develop over time (Bradeberry, 2.
Emotional Intelligence (EI) is highly valued in the field of education, especially for teachers, as highlighted in Daniel GolemanAos work (Inclusiveteach, 2.
Consequently, teachersAo ability to manage their emotions, navigate various situations, engage with diverse learners, and create a positive learning environment significantly affects learning outcomes.
Research shows that teachers with high Emotional Intelligence (EI) excel at classroom management, which leads to better student engagement, lower stress levels, and higher job Similarly, students with high EI often display higher academic achievement, social skills, mental health, and resilience.
Moreover, a study on the benefits of emotional intelligence in classrooms found a link between instructorsAo EI and academic performance (Kgosiemang & Khoza.
Additionally, it revealed that teachersAo emotional intelligence had a substantial impact on People and Behav.
Analysis promoting creativity in the classroom, which is critical in shaping learnersAo beliefs and behaviors (Su et al.
, 2.
In response.
UNESCO launched a campaign in 2022 to promote the teaching of Emotional Intelligence in the classroom, citing Mayer and SaloveyAos study, which emphasized that the emotional aspects of cognition and behavior are critical in education (Medori, 2.
Furthermore, the United Nations Sustainable Development Goals (SDG.
, particularly Goal 4, emphasize equal quality education and lifelong learning opportunities for all.
Therefore, teacher training is critical for fostering global development, reducing inequality and ensuring that education becomes a tool for empowerment and sustainable progress.
Teachers are the cornerstone of education and play indispensable roles in achieving educational objectives.
These objectives reflect education quality.
TeachersAo fulfillment of tasks and responsibilities is influenced by both internal and external factors that impact their performance.
A teacher who performs exceptionally well is likely to achieve high levels of productivity.
Conversely, if a teacher shows low performance and falls short of meeting the required standards, their work productivity is likely to be low.
Teaching performance, a crucial human aspect, is essential for meeting social and contemporary professional practice standards.
It plays a pivotal role in fostering responsibility for effective education, serving both professional development and personal growth (Escribano, 2.
Additionally, its standards serve as valuable benchmarks, guiding classroom activities and knowledge transmission to students.
They provide a basis for reflection and continuous improvement in teaching practices (Gonzales, 2.
A study conducted in Cebu Province.
Philippines, among selected elementary and secondary public-school teachers revealed high Emotional Intelligence by effectively compartmentalizing their problems.
These teachers can recognize, understand, and manage their emotions in the classroom even when facing challenges.
Furthermore, teachers with high emotional intelligence significantly influence classroom behavior, leading to excellent performance (Go.
Golbin Jr.
Velos, & Bate, 2.
This finding aligns with the research (Pelino & Tantiado, 2.
, who assessed the emotional competence of teachers at Pagatpat and Tampion Elementary Schools in Cagayan de Oro.
The results revealed that teachers demonstrated unusually high levels of emotional competence, particularly in self-awareness, self-regulation, and self-motivation.
In the school setting, productivity is defined as teachersAo ability to utilize and maximize available learning resources to achieve learning objectives (Ayeni & Sadiku, 2.
Improving educational outcomes and teachersAo productivity is crucial, especially in educational contexts where limited learning resources are prevalent.
Maximizing and appropriately utilizing available learning resources creates positive and meaningful learning experiences for learners.
The productivity of teachers is an important factor in the success of quality education that provides guidance for learners and produces professional graduates, as found by Utami and Harini .
Similarly.
Suhardi et al.
revealed that the productivity of teachers can influence the advancement of the quality of education within schools (Cabaluna & Moleta Jr, 2.
Furthermore.
MaslowAos Hierarchy of Needs highlights the role of health, safety, and security in motivation and productivity.
The Hawthorne Effect .
shows how environmental changes improve performance.
Skinner and Pavlov's Reinforcement Theory emphasizes positive motivation through rewards, while Weiner's Attribution Theory links performance to external factors (Marketing Team, 2.
Finally, the relationship between Emotional Intelligence and teacher productivity and performance was an important aspect of this study.
The findings offer valuable insights for crafting and implementing a school intervention program specifically designed to meet teachersAo needs, as determined by their demographic profiles.
It explains how EI affects teachersAo productivity and People and Behav.
Analysis performance and suggests intervention programs to help teachers enhance their EI confidence level, which translates into improved performance based on learning outcomes.
By understanding and addressing teachersAo diverse needs, schools can foster a supportive learning environment that enhances teachersAo effectiveness and productivity.
Hypothesis The hypothesis that served as a guide for this study is that there is no substantial correlation between respondentsAo ' Emotional Intelligence (EI) ability and their productivity as teachers.
There is no significant correlation between respondents' Emotional Intelligence (EI) ability and teaching and the demographic characteristics of respondents have no substantial moderating effect on the link between EI and teacher productivity and performance.
RESEARCH METHOD
The relationship between teachersAo ' Emotional Intelligence, productivity, and performance was explored through data collection, analysis, and statistical treatment.
The results were critically and scientifically analyzed, yielding essential insights for developing holistic school intervention programs designed to enhance teachersAo productivity and performance.
Research Design This study used descriptive-correlational research with a non-experimental design to examine the connection between Emotional Intelligence and Productivity among Public Elementary School Teachers in the sub-offices of Bay and Los Bayos.
Division of Laguna.
Thus, it served as valuable input to formulate a holistic intervention program for teachers that offered to devise specialized professional development plans.
The researcher used this design to focus on data gathering.
The information obtained directly from the respondents functioned as moderating variables and was scientifically analyzed using central techniques for critical reasoning through in-depth analysis using central techniques for critical reasoning.
In addition, it draws the respondentAos thoughts, emotions, and ideas using descriptive statistics (Stangor & Walinga, 2.
Correlation research design was used to measure the relationship between the variables by posing specific questions and gathering quantifiable data from respondents.
This method was conducted in an unbiased and objective manner.
Respondents of the Study The respondents in this study were public elementary school teachers in the sub-offices of Bay and Los Bayos.
Division of Laguna.
The participants included 14 elementary schools in the Bay District .
and 13 elementary schools in the Los Bayos District .
The total population of the target respondents was 714 (N=.
Hence, the researcher only took population sample sizes equivalent to n = 281 for Bay District and n = 374 for Los Bayos Districts.
The participants in this research were selected because the researcher is currently employed at the school within the said division, particularly in the Los Bayos District sub-office.
The problem being addressed in this study is based on observations, to provide alternative suggestions for intervention activities, and their participation was meaningful because it significantly affected the studyAos results and conclusions.
Sampling Technique To select target sample respondents from the population, the researcher employed a Simple Random Sampling technique, ensuring that every member of the population had an equal chance People and Behav.
Analysis of being chosen.
This approach allows for the calculation of sampling errors, which helps reduce bias (Barratt et al.
, 2.
, and is one of the simplest sampling methods (Thomas, 2.
that are easy to understand.
To determine the sample size.
Slovin's formula with a 0.
05 margin of error was applied, resulting in a total target sample size of 655 .
Research Instrument A standardized questionnaire was the primary data collection tool utilized by the researcher to gather the necessary information as required variables of this research.
The survey was provided in print and as a Google Form to ensure the target sample could complete the survey.
The questionnaire was organized and grouped based on a set of variables.
The first section covers respondentsAo demographic profiles, which include age, gender, educational background, civil status, teaching position, length of service, and adjectival performance ratings.
The collected data are essential for conducting a demographic analysis.
This allows the researcher to provide valuable insights into the sample's characteristics and needs to evaluate whether they impact the dependent and independent variables.
This analysis is crucial for recommending intervention programs and drawing conclusions.
The next section assesses the levels of Emotional Intelligence (EI) among respondents.
The assessment was adapted from the National Drug Library Leadership Toolkit but modified and revised by the researcher to include a set of indicators specifically needed for the study.
Modifications were also made based on the recommendations of the research questionnaire The indicators were designed to evaluate various competencies aligned with Daniel GolemanAos model.
Daniel GolemanAos five components of EI .
Aiself-awareness, emotion management, self-motivation, empathy, and social skillsAiwere measured and analyzed using a weighted mean.
The questionnaire was structured with a LikertAos five-point scale, five possible responses to a statement or question as follows:
Scale Table 1.
Interpretation of TeachersAo Emotional Intelligence Range Interpretation 20 - 5.
Always Very High 40 - 4.
Often High 60 - 3.
Sometimes Average 80 - 2.
Occasionally Low 00 - 1.
Never Very Low Questions on teachersAo productivity adapted from Academia Journals (Ayeni & Sadiku, 2.
, were used.
Indicators identify factors influencing learnersAo academic achievement, including grades, motivation, age, prior achievement, home and peer support, classroom environment, quality, and quantity.
Similar assessments and indicators were employed to obtain the weighted mean and interpretation.
Finally, regarding performance evaluation.
DanielsonAos Framework for Teaching (FFT) was The framework was intended to support professional development and provide a comprehensive structure for assessing teacher performance.
It is divided into four domains:
Planning and Preparation.
Classroom Environment.
Instruction, and Professional Responsibilities.
The Likert Scale was used to measure the strength of agreement or feelings (Syzen & Guven, 2.
The set of indicators, including those related to Emotional Intelligence and TeachersAo Productivity, were arranged, modified, and revised by the researcher on the recommendation of the validators.
The Likert scale was also employed to measure the strength of agreement or feelings.
The scale People and Behav.
Analysis ranges are as follows:
Scale Table 2.
Interpretation of TeachersAo Performance Range Interpretation 20 Ae 5.
Strongly Agree 40 - 4.
Agree 60 - 3.
Neutral 80 - 2.
Disagree 00 - 1.
Strongly Disagree To ensure the quality and validity of the research instrument and obtain accurate and meaningful results, the questionnaire was submitted to the research adviser and panelists for evaluation of the survey's question relevance.
Following approval, the validation process was continued, involving thorough design, piloting, and refinement of the research instruments.
The researchers employed diverse statistical and analytical techniques to establish and assess validity at various stages of the research process.
Consequently, validity plays a pivotal role in drawing precise conclusions from research findings and making meaningful contributions to the field.
Validation of the Research Instrument Five research professionals evaluated the survey questions to validate the instrument.
The criteria used by the validators for the survey questionnaire tool include clarity, overlapping responses, appropriateness of response lists, application to practice, relationship to problem, and measurement of variables.
Scores range from four to one as highest and lowest.
Based on the given validator scores and recommendations.
The researcher obtained a permit from the Division Office of Laguna, signed by the Schools Division Superintendent, for proper endorsement to the Public School District Supervisors (PSDS of the Los Bayos Bay sub-offices.
After receiving approval to conduct the survey with the consent of the school principals for ethical compliance.
The researcher distributed the questionnaires or posted a link to the Google Form to provide an easier, safer, and faster way to complete the survey.
Attached to the survey form was a letter outlining the study goals.
This letter was signed and approved by the authorized personnel at DepEd.
The study objectives, research questions, and hypotheses were aligned with the survey questions.
The responses collected, both online and in hard copy, totaled 654 of 655 target samples, representing a 99.
88% response rate.
The researcher emphasized the confidentiality of the information disclosed in the questionnaire and respected the decisions of individuals who chose not to participate in the study.
likewise, it was in their free will.
Ensuring privacy and ethical principles, the researchers assured the respondents that their personal information would be protected according to the Data Privacy Act 10173.
Statistical Treatment of Data The treatment of quantitative data involved the use of the following statistical tools:
Based on the respondents' answers and the validated questionnaires, the data were grouped, encoded, collated, and processed for statistical analysis (Bhadari, 2.
Weighted mean analyses were conducted on the data to assess the average responses for various variables related to the respondentsAo profiles, including age, gender, educational background, teaching position, length of service, and teachersAo Individual Performance Commitment Review Form (IPCRF) Adjectival Ratings (Department of Education, 2.
Correlation techniques were used to demonstrate the association between Emotional People and Behav.
Analysis Intelligence and Teacher Productivity, defining the level and nature of their relationship.
Additionally.
PearsonAos r-value was employed to assess the strength of the correlation between the two linearly related variables which Pvalues of <.
05 were considered statistically significant (Turney, 2.
The results were interpreted using a 5-point Likert scale (Syzen & Guven, 2.
Data Analysis The data collected from the respondents' responses were grouped, encoded, collated, and processed for statistical analysis.
Descriptive and inferential analyses were then carried out on the data sets (Bhadari, 2.
The weighted average mean was utilized for TeachersAo Profiles.
Emotional Intelligence.
Productivity, and performance to assess the varying importance of their responses, providing a clearer understanding of the data.
This method ensured that the analysis accurately reflected the relative significance of each response in line with the study objectives.
To test the hypothesis and determine the strength and direction of the linear relationship between the variables.
PearsonAos r correlation coefficient was used as a statistical measure (Turney.
Additionally, the influence of the respondentsAo profiles on the dependent and independent variables was examined through moderation analysis.
This analysis provided insights into the conditions under which the relationship between the independent and dependent variables is stronger or weaker, helping to identify whether the relationship remains consistent across different levels or contexts.
FINDINGS AND DISCUSSION
The respondents' demographic profiles, such as age, education, gender, civil status, position or designation, length of service, and hours of teaching load of 654 elementary teachers in Los Bayos and Bay districts.
Division of Laguna, were organized and interpreted based on the weighted average mean.
Figure 1.
Age Group Distribution As shown in Figure 1, the age group of respondents .
mostly ages between 30-39 .
, followed by ages between 40-49 .
At the same time, the smallest age group of respondents was from the bracket of 60 or above .
They are teachers who are about to retire.
Hence, most of the teachers were in their 30s and 40s.
This is likely because they are midcareer professionals who are active, confident, and have accumulated enough experience to contribute valuable perspectives and insights to this type of research.
People and Behav.
Analysis Figure 2.
Educational Attainment As shown in Figure 2, among the respondents .
, almost half .
had bachelorAos degrees with MA Units, followed by bachelorAos Degrees .
=199.
4%) and masterAos Degrees .
=144.
22%).
Nonetheless, masterAos degrees with Doctoral Units and Doctorate degrees were the lowest .
=17.
6% and n=16.
4%) respectively.
The results show that most teachers today pursue post-graduate studies.
Among the 654 respondents, over half .
or 69%) are currently enrolled, have completed coursework, or have graduated from graduate programs, while the remaining 199 respondents .
4%) hold only a bachelorAos degree.
The findings underscore the commitment of teachers to continuous learning and their pursuit of qualifications that are aligned with their career goals and professional aspirations, particularly in teachers from the sub-offices of Los Bayos and Bay who value the importance of continuous education for professional development, career advancement, and effective educators.
Figure 3.
Sex/gender distribution As shown in Figure 3, most respondents were female .
=585.
4%), and the remaining were male .
=69.
6%).
The results revealed gender disparity among respondents was evident.
The results indicate that most of the teacher respondents were female, indicating that teaching, particularly at elementary level, is a predominantly female profession.
In addition, it suggests prevailing gender biases and cultural expectations regarding career choices.
Hence, young People and Behav.
Analysis learnersAo perceptions are generally about caring, nurturing, and mother figure, especially in Figure 4.
Civil Status Distribution As shown in Figure 4, most respondents .
were married .
=495.
7%), followed by singles .
=123.
8%), whereas the least were widow or widower .
=29.
4%) and separated .
=7.
1%).
The results highlighted that most respondents were married.
This likely reflects that the teacher demographics in the Los Bayos and Bay sub-offices predominantly comprise individuals in marital relationships.
The high percentage of married respondents may be attributed to various factors, including the sampleAos age range, societal norms regarding marriage and family life, and the stability associated with married life, which might attract individuals to pursue a career in Additionally, many teachers are married because this signifies stability and financial security, as teaching in public schools provides a relatively stable income that can meet the basic needs of a family.
Figure 5.
Teaching Position Distribution As shown in Figure 5, most teachersAo respondents .
were in the Teacher I position .
=244.
3%), followed by Teacher i .
=195.
8%) and Teacher II .
=152.
4%).
contrast, the least represented teaching position among respondents was Master Teacher II, with People and Behav.
Analysis only 10 individuals .
=10.
5%).
The results suggest that the largest group of respondents held the Teaching I position because it is an entry-level position in DepEd.
In contrast, the Master Teacher positions were the least represented because DepEd regulations stipulate that the total number of MasterAos teachers in elementary schools cannot exceed 10% of the total teaching positions in each sub-office.
The lower representation of Master Teacher I and Master Teacher II positions could indicate that fewer respondents have attained higher positions or levels of experience within the teaching Additionally, it might reflect the hierarchical structure within the education system, where advancement to higher positions may require more experience or specific qualifications.
Figure 6.
Length of Service Distribution As shown in Figure 6, almost half of the respondents .
had been in the service for 10 years or less .
=283.
1%), followed by those who were in the service between 11 and 20 years .
=242.
37%).
On the other hand, those who have been in service for more than 30 years were the most minor group .
=19.
9%).
These are teachers who are about to retire.
The distribution of respondents' length of service reveals that the most significant proportion, comprising 43.
1% of the total, served for 10 years or less.
This suggests the significant presence of relatively early career teachers within the sample.
Additionally, approximately 37.
of respondents had a length of service ranging from 11 to 20 years, indicating a substantial number of teachers who have gained moderate experience in their profession.
The distribution reflects a diverse range of experience levels among respondents, ranging from relatively new to teaching to those who have been in the profession for over a decade.
This highlights the importance of considering varying levels of experience when examining factors such as Emotional Intelligence and productivity.
People and Behav.
Analysis Figure 7.
Teaching Load Distribution As shown in Figure 7, most respondents .
have 4-6 hours of teaching load .
=462.
6%), while the least have below 4 hours of teaching load .
=1.
2%).
The results indicate that 71% of the teachers had a teaching load of 4-6 hours.
This aligns with DepEdAos policy, which allocates 6 hours classroom instruction, with the remaining 2 hours designated for other teaching-related activities.
On the other hand, teachers extend their actual classroom teaching hours for more than hours probably for various reasons like the number of teaching staff available in the school, some teachers being on leave, being in higher positions like Masters Teachers, which require more time in teaching, and others.
Meanwhile, respondents with less than 4 h of teaching were likely to have other school-related tasks that necessitated a reduction in their teaching workload.
Figure 8.
Adjectival IPCRF Rating Distribution As shown in Figure 8, almost all respondents .
had an adjectival rating of Very Satisfactory in their school year performance rating .
=539.
4%), followed by Outstanding People and Behav.
Analysis .
=59.
9%).
However, there were teachers who received satisfactory ratings .
=54.
3%) and Unsatisfactory .
=2.
This signifies that most teachersAo respondents were productive and performed well in their duties and responsibilities.
Their performance surpassed the established expectations, goals, and objectives, as assessed according to the given standards and supported with Verification (MOV.
Notably, 9% of the respondents exhibited outstanding performance, demonstrating exceptional job mastery across all areas and contributing excellently to the organization.
However, some teachers were rated either AusatisfactoryAy or Auunsatisfactory,Ay indicating that they did not meet the required expectations and needed to improve their performance through intensive professional Table 3.
Level of Emotional Intelligence (EI) Competence Indicators Mean Interpretation Self-Awareness Often Managing Emotions Often Motivating Oneself Often Empathy Often Social Skills Often Overall Often Legend: 1.
79: Never.
59: Occasionally.
39: Sometimes.
19: Often.
Always.
Table 3 shows that respondents consistently rated their Emotional Intelligence (EI) competence levels as AuoftenAy across all indicators, with an average composite mean score of 3.
These indicatorsAiself-awareness, managing emotions, motivating oneself, empathy, and social skillsAiare based on Daniel GolemanAos Emotional Intelligence frameworks.
The results suggest that most teachers in the Bay and Los Bayos sub-offices demonstrate acceptable levels of Emotional Intelligence.
However, continuous development is necessary to raise these levels to the highest possible rating of AuAlways.
Ay Teachers with a high level of EI competency can provide emotional support to students in both classroom and personal situations.
They can show empathy that fosters a positive learning environment that has practical implications in everyday life and are recognized by both the scientific community and the public (Bru-Luna et al.
, 2.
Hence, teachersAo positive emotions establish strong connections with students, parents, and colleagues that help them effectively overcome challenges and conflicts.
Various studies have suggested that teachersAo ' Emotional Intelligence (EI) is closely linked to their personal and professional well-being (Valente et al.
, 2022.
Cherry, 2022.
Arias et al.
, 2.
Table 4.
Level of Teacher Productivity Statements Mean The teacher should adhere to the school The teacher prepares the lesson plan with the existing curriculum and guidelines.
The teacher effectively utilizes instructional The teacher demonstrates a sound knowledge of the subject.
The teacher ensures adequate learnersAo participation in lessons.
Interpretation Sometimes Always Always Often Always People and Behav.
Analysis Statements Mean Interpretation The teacher effectively manages the classroom.
Often The teacher conducts regular, continuous Often The teacher gives performance feedback to Always learners promptly.
The teacher keeps accurate and adequate records.
Always The teacher completes the Budget of Work Sometimes (BOW) within the time frame.
Overall Often Legend: 1.
79: Never.
59: Occasionally.
39: Sometimes.
19: Often.
Always.
Table 4 illustrates that among the ten indicative statements of teachersAo level of productivity, five were consistently high, marked as AuAlwaysAy, three as AuOftenAy, and two as AuSometimesAy, with a mean score of 3.
Overall, respondents demonstrated a high level of teacher productivity, with an average mean score of 4.
This result implies that the teacher respondents were consistently prepared with their lesson plans and aligned with the existing curriculum and guidelines.
Along with these, the instructional materials were used effectively and ensured that learners actively participated in the lessons.
They also provided performance feedback to learners to assess the effectiveness of the learning process and record these learning performances accurately (Cabaluna & Moleta Jr, 2.
On the other hand, demonstrating mastery of the subject, classroom management, and regular conduct of assessments marked as AuoftenAy still requires further improvement.
Enhancing proficiency in these areas creates strong learning support that enables learners to achieve their maximum potential.
In addition, teachers must develop their competencies to become more Generally, the level of teachersAo productivity marked as AuOftenAy was high, with a mean score 00, suggesting that opportunities for teachers to continuously improve in teaching practices (Gonzales, 2.
are essential to achieve the highest standards in teaching proficiency and effectiveness to achieve desirable learning outcomes.
Table 5.
Level of TeachersAo Performance Indicators Mean Interpretation Preparation and Planning Agree Learning Environments Strongly Agree Learning Experience Strongly Agree Principled Teaching Strongly Agree Overall Strongly Agree Legend: 1.
79: Strongly Disagree.
59: Disagree.
39: Neutral.
19: Agree.
0: Strongly Agree.
Table 5 indicates a very high level of teacher performance, with an average mean score of 31, which is interpreted as Strongly Agree.
This suggests that most respondents upheld professionalism and competency in their duties, ensuring that learners achieved the desired outcomes based on the required standards.
Furthermore, the results revealed that teachers had positive views of their performance in terms of satisfaction, confidence, and excellence.
They are perceived as capable of fostering and engaging students in meaningful learning experiences through the effective delivery of knowledge and skills essential to academic success (Kumari & Kumar, 2023.
Eberly Center, 2.
People and Behav.
Analysis Thus, sustaining this level of performance requires continuous programs for teachersAo growth and development that empower more teachers to become competitive in their field for the welfare of their learners (Danielson Group, 2.
Table 6.
Relationship between Emotional Intelligence and Teacher's Productivity Emotional Intelligence Competence Teacher's Productivity Self-Awareness Managing Emotions Motivating Oneself Empathy Social Skills Overall **.
Correlation is significant at the 0.
01 level .
-taile.
Correlation was significant at the 0.
05 level .
-taile.
Table 6 shows the relationship between teachers' Emotional Intelligence (EI) and productivity in terms of self-awareness, managing emotions, motivating oneself, empathy, and social skills.
The results reveal a significant relationship between Emotional Intelligence Competence and Teacher's Productivity .
= 0.
085, p < 0.
because the p-value was less than 0.
However, the weak positive correlation .
= 0.
suggests that although emotional intelligence competence may slightly increase teachersAo productivity, other factors may also influence these variables.
Therefore, the null hypothesis (HC.
, which stated that there is no significant relationship between Emotional Intelligence and productivity, was partially upheld and partially rejected.
Although the overall relationship was weak, certain aspects of Emotional Intelligence may still have had a significant impact on teachersAo productivity.
Finally, enhancing teachersAo self-awareness, motivation, and empathy is likely to improve their productivity and performance (Arias et al.
, 2.
Training programs that focus on these areas may help teachersAo professional growth.
Table 7.
Relationship between Emotional Intelligence and Teaching Performance Teaching Performance Emotional Intelligence Preparation Learning Learning Principled Overall Competence and Planning Environment Experience Teaching Self-Awareness Managing Emotions Motivating Oneself Empathy Social Skills Overall **.
The correlation is significant at the 0.
01 level .
-taile.
Table 5 presents the result of the relationship between Emotional Intelligence in terms of Self-Awareness.
Managing Emotions.
Motivating Oneself.
Empathy, and Social Skills, and Teaching Performance in terms of Preparation and Planning.
Learning Environment.
Learning Experience, and Principled Teaching.
The results indicate a significant positive correlation between Emotional Intelligence Competence and all aspects of Teaching Performance .
518 to 0.
This finding suggests that teachers with higher levels of Emotional Intelligence can perform well in all aspects of teaching.
People and Behav.
Analysis including preparation and planning, creating conducive learning environments, facilitating engaging learning experiences, and applying principled teaching methods.
As a result, the null hypothesis, which stated that there was no significant correlation between respondentsAo ' Emotional Intelligence (EI) ability and teaching performance, was rejected.
Therefore, it was concluded that teachers need to develop Emotional Intelligence to enhance their teaching effectiveness, which contributes significantly to learning outcomes and supports their professional growth and development (Latif et al.
, 2017.
Go et al.
, 2020.
Su et al.
, 2.
Table 8.
Moderation Analysis of Emotional Intelligence Competence on Teacher's Productivity Correlation Variables Profile Moderator Int_1 p-value Age
Educational Attainment
Emotional Intelligence Sex ** Competence and Civil Status
Teacher Productivity Position/Designation df1=1, df2=649 Length of Service Teaching Load
IPCRF
Age ** Educational Sex
Emotional Intelligence Civil Status
Competence and Teaching Performance Position/Designation df1=1, df2=642 Length of Service ** Teaching Load
IPCRF
Table 8 presents the results of the Moderation Analysis of Emotional Intelligence Competence on Teacher's Productivity using the Hayes Process Macro to test the moderation effects between variables.
The result of HayeAos Process major revealed that the demographic profile Sex conditions [B=5.
F .
=5.
Int_1=0.
2123, p-value<0.
showed a highly significant negative moderating effect on the correlation between Emotional Intelligence Competence and Teacher's Productivity.
In the case of correlation between Emotional Intelligence competence and Teaching Performance, the demographic profile Age condition [B=0.
=3.
Int_1=-0.
p-value<0.
Educational Attainment condition [B=1.
=3.
Int_1=-0.
0695, pvalue<0.
Position/Designation condition [B=1.
=7.
Int_1=-0.
0802, pvalue<0.
, and Length of Service condition [B=0.
=8.
Int_1=-0.
1015, pvalue<0.
shown significant negative moderation.
Hence, the null hypothesis (HC.
, which stated that the demographic profile does not moderate the relationship between Emotional Intelligence and Productivity, was partially upheld and partially rejected.
These findings suggest that some factors of respondentsAo demographic profile impact on variables.
Thus, when planning intervention programs, demographic factors should be considered (Electives Team, 2024.
Gacusan & Calangi, 2.
Based on the study examining the relationship between Emotional Intelligence and Productivity among public elementary schools in the Bay and Los Bayos sub-offices of the Division People and Behav.
Analysis of Laguna, proposed school-based intervention programs for teachers' professional growth and development were presented.
These suggested school-based intervention plans, programs, and activities (PPA.
are aimed at enhancing teachersAo Emotional Intelligence to boost productivity and performance.
They are designed to support professional growth and development, increase job satisfaction, and improve learning outcomes by fostering healthy learning environments and workplaces.
INTERVENTION PLAN ON EMOTIONAL INTELLIGENCE DEVELOPMENT (EID) TO IMPROVE
TEACHERS' PRODUCTIVITY AND PERFORMANCE
RATIONALE
Emotional Intelligence plays a crucial role in the field of education.
It enhances performance and productivity and reflects on learning outcomes.
Apart from fostering professional growth and development, it also helps teachers improve personal well-being and strengthen social interactions and resilience.
A series of training, seminars, and workshops focusing on emotional intelligence competence in self-awareness, managing emotions, motivating oneself, empathy, and social skills facilitated by experts like motivational speakers or psychologists will equip teachers with the essential skills needed to navigate the complexities of teaching with Emotional Intelligence and building resilience.
Table 9.
Propose Input to School Improvement Plans Activity Objectives Persons Involved Emotion Mapping Workshop To assess teachers' levels of Emotional Intelligence in terms of selfawareness, and empathy series of given To identify the patterns of the based on the result of mapping and understand the root cause of To foster Emotional Intelligence in a supportive and that will empathy and School Head.
Guidance Teacher Coordinator.
Teachers.
Facilitators.
Resource Speaker.
Psychologist .
f Emotional Reflective Journal Open Heart Forum Materials/ Resources picture, camera, colored markers, stickers.
A3 paper
PowerPoint
Funding Time Frame
MOOE
School Fund First Friday September, 3 School Head.
Guidance Teacher Coordinator.
Teachers.
Facilitators.
Resource Speaker.
Psychologist .
f PowerPoint mapping outputs, colored pen, journal First Friday of October, 3 School Head.
Guidance Teacher Coordinator.
Teachers.
Facilitators.
Resource Speaker.
Psychologist .
f PowerPoint presentation, journal First Friday November, 3 Success Indicator The teachers assessed the level of their Emotional Intelligence using their d emotions.
The teachers reflect on the behavior that affected their EI and make strategies to low-level EI The teachers shared their d their own People and Behav.
Analysis Activity Objectives Persons Involved Emotional Intelligenc e Building Challenge:
Seeing Through Their Eyes To develop Emotional Intelligence colleagues and support to To develop a plan based on feedback from activities and to monitor and reflect on any School Head.
Guidance Teacher Coordinator.
Teachers.
Facilitators.
Resource Speaker Productivit Expedition Challenge Materials/ Resources PowerPoint presentation, journal inputs, colored paper, markers, glue School Head.
Guidance Teacher Coordinator.
Teachers.
Facilitators.
Resource Speaker
Funding Time Frame
Third Friday
of December, 3 hours monitoring journal
inputs, colored markers or pens, indicator tool guide Third Friday
of January, 3
Success
Indicator The teachers and provided feedback for The teachers ts in based on the INTERVENTION PLAN ON LIFE-WORK BALANCE AUGMENTATION PROJECT
RATIONALE
Life-work balance is essential for the health and well-being of teachers.
It promotes a sustainable balance between personal and professional life.
Also, it helps to maintain healthy relationships, a sense of belongingness, and job satisfaction, resulting in productive outcomes and good performance.
Activities that promote the health and wellness of teachers emphasizing Emotional Intelligence (EI) enhance teachers' effectiveness in teaching and reflect on learners' Further, it strengthens network and support mechanisms in the learning environment.
Table 10.
Intervention Plan on Life-Work Balance Augmentation Project
ACTIVITY
OBJECTIVES
Emotional Management : Practices for Keeping Composed during Under Pressure To enhance teachersAo Emotional Intelligence (EI) skills such as selfawareness, selfregulation, motivation, empathy, and social skills during high-pressure situations and maintain a positive To equip teachers with various teaching strategies that motivate diverse learners utilizing current trends of learning resources, integration of technologies, and assessment tools.
Dynamic Teaching Approaches for Modern Learners Professional Buddies:
Mentorship
Networking To establish support
mechanisms for teachers who need
development or PERSONS
INVOLVED
School Head.
Guidance Teacher Coordinator.
Teachers.
Facilitators.
Resource Speaker.
Psychologist .
f MATERIALS/ RESOURCES PowerPoint pens or colored paper.
School Head.
Master Teacher.
Teachers.
Facilitators.
Resource Speaker PowerPoint colored paper, pens/markers , glue PowerPoint Teaching Observation Tool results.
School Head.
Master Teacher.
Teachers.
Facilitators.
FUNDING
MOOE
School
Fund
TIME
FRAME
First
Friday of Septemb
er, 3
SUCCESS
INDICATOR
The teachers understand the importance of EI awareness and show improvement in managing emotions and maintaining composure during stressful situations without feeling First Friday of October, 3 hours The teachers implemented new teaching approaches and strategies, utilizing current trends in learning resources to keep diverse learners engaged and motivated in the learning process First Friday of Novemb er, 3 The teachers improved teaching effectiveness, which positively impacted People and Behav.
Analysis ACTIVITY OBJECTIVES
PERSONS
INVOLVED
Resource Speaker
MATERIALS/
RESOURCES
Support additional assistance.
Wellness Programs To develop wellness activities that support teachers' holistic well-being, including physical, mental, emotional, and social health.
School Head.
Wellness Instructors.
Teachers.
Facilitators.
Resource Speaker Social Harmony and Team Building Initiative To organize the event.
that foster social collaboration and promote solidarity among learners, teachers, parents, and School Head.
Parents.
Learners.
Stakeholders.
Teachers.
Facilitators.
Resource Speaker
FUNDING
TIME
FRAME
SUCCESS
INDICATOR
learners' outcomes and behavior.
PowerPoint exercise kit Third Friday of Decemb er, 3 The teachers show appreciation for the long-term health benefits of holistic well-being and foster a healthy PowerPoint materials for Third Friday of January, 3 hours The participants cooperation and strengthened social Based on the result of the study on the relationship between Emotional Intelligence.
Productivity, and Performance among public elementary schools in the Bay and Los Bayos suboffices of the Division of Laguna, several school-based intervention programs are proposed to support teachers' professional growth and development.
These proposed school-based intervention plans, programs, and activities (PPA.
are designed to enhance teachersAo Emotional Intelligence, thereby improving productivity and These aim to support professional growth and development, increase job satisfaction, and improve learning outcomes by fostering healthy learning environments and workplaces.
Therefore, the results suggest that school leaders and educational institutions should continuously work to establish structured mechanisms that strengthen teachersAo emotional intelligence and implement activities that alleviate stress.
This approach aims to make teachers more productive, efficient, and capable of achieving high performance, ultimately leading to desirable learning outcomes.
The findings were consistent with previous research, indicating that teachers' Emotional Intelligence (EI) significantly impacts the teaching and learning process, as evidenced by its effect on student learning behaviors, engagement, and academic performance (Latif et al.
, 2.
Similarly, it was observed that teachers' EI greatly contributes to promoting creativity in the classroom and enhancing work engagement, thereby encouraging studentsAo creativity (Su et al.
The demographic profiles have also contributed factors that affect these results.
Several studies have found a strong link between age and EI, suggesting that as people get older, they often develop better EI, which in turn improves work performance (Fariselli et al.
, 2008.
Uzonwanne.
Goel & Hussein, 2015.
Goleman, 2021.
Ramchunder & Martins, 2.
The Library of Medicine confirms that older people are generally better at managing and understanding their emotions, with a positive correlation between age and EI (Electives Team, 2.
Additionally, educational background, years of service, age, and position significantly influence EI, whereas marital status and gender do not.
It has been suggested that training enhances EI and improves interpersonal relationships and overall performance (Shrestha, 2.
CONCLUSIONS
The results indicate a significant but weak positive relationship between Emotional Intelligence and teachers' productivity and performance, partially supporting the null hypothesis.
People and Behav.
Analysis Conversely, the relationship between Emotional Intelligence and various aspects of teaching performance refuted the null hypothesis.
In addition, the null hypothesis regarding the demographic profileAos moderation of the relationship between EI and productivity is partially These findings conclude that the relationship between EI and productivity and performance was weak.
however, there are specific areas where EI significantly affects teaching performance and productivity, and certain demographic factors may moderate this relationship.
Therefore, teachers must possess not only a high Intelligence Quotient (IQ) but also Emotional Intelligence (EI), which is in line with Howard Gardner's Multiple Intelligences Theory .
Both are essential to foster resilience despite the challenges that a rapidly changing society presents and uncertainties about future events.
To support this, an intervention program that considers teachersAo demographic profiles should be implemented.
LIMITATION OF RESEARCH
The findings of this study may not fully consider other factors that influence EI and its relationship with teachersAo performance and productivity, including cultural differences, socioeconomic backgrounds, and individual teaching styles.
In addition, respondentsAo demographic profiles may overlook other factors that may impact the results.
The findings suggest that future researchers should explore other variables to develop an in-depth understanding of how to promote resiliency adaptability.
REFERENCES