Available Online: 15 June 2021
Mansanadez, Evangeline A.*
Jose Rizal Memorial State University – Tampilisan Campus, Philippines (email@example.com)
This study aimed to determine the emotional intelligence of teachers and the academic performance of pupils in Tampilisan District in which findings will be the basis for a proposed program to improve the teaching performance of teachers. It made use of the descriptive-quantitative survey method of research, employing a modified questionnaire-checklist, involving the 428 respondents comprising the teachers, school heads, and pupils. Data were analyzed using frequency count, ranking, weighted mean, Chi-Square test and Analysis of Variance (ANOVA). Findings revealed that “self-awareness” is the prevalent emotional intelligence of teachers. The level of teacher’s emotional intelligence is “very emotionally intelligent”. Majority of the pupils obtained a “good” academic performance. Chi-Square Test indicates that teacher’s emotional intelligence has no significant influence to the pupil’s academic performance. In terms of the respondents’ perceptions towards the emotional intelligence of teachers, results revealed a significant difference on self-awareness and relationship management but an insignificant difference existed on self-management and social awareness. When this difference was further treated using post-hoc analysis, the significant difference existed between the pupils’ and the teacher’s perceptions. These findings led to the conclusion that teachers are very emotionally intelligent and the pupils performed considerably well in their academic subjects.
Keywords: emotional intelligence; academic performance; self-awareness; self-management; social awareness; relationship management
Cite this article:
Mansanadez, E. A. (2021). Perceived emotional intelligence of teachers and their pupils’ academic performance. International Journal of Research Studies in Education, 10(7), 75-87. https://doi.org/10.5861/ijrse.2021.628