2026 IJRSE – Volume 15 Issue 20
Available Online: 21 August 2026
Author/s:
Apiado, Jojie
Department of Education- SDO Nueva Vizcaya, Philippines
Naui, Jesusa L.*
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the emotional mastery of public elementary school teachers in Aritao II District during School Year 2025–2026. A convergent-parallel mixed-methods design with a descriptive-correlational approach was employed to gather both quantitative and qualitative data. Data was obtained using validated and reliable instruments and analyzed through mean, Spearman Rank Correlation Coefficient, and thematic analysis. The level of significance was set at 0.05. Findings revealed that teachers demonstrated a very high level of emotional mastery (GM = 4.67), indicating strong competencies in emotional awareness, regulation, expression, and decision-making. Among the dimensions, trust-building emotional regulation obtained the highest mean, followed by stability-centered emotional influence, confidence-inspiring emotional expression, and emotion-guided wise decision-making. Significant positive relationships were found among all dimensions, confirming their interconnected nature as components of an integrated emotional mastery framework. Qualitative results generated five themes on emotional regulation for trust-building and classroom stability, and six themes on emotional awareness in decision-making across instructional and interpersonal contexts. These findings highlighted teachers lived experiences of managing emotions to foster supportive learning environments. Based on the results, a training program entitled Project EMPOWER: Enhancing Emotional Mastery for Professional Well-Being, Effective Relationships, and Reflective Teaching was developed. The study concluded that emotional mastery is a highly developed and interrelated construct among teachers, essential for effective classroom management and professional practice. It is recommended that schools implement continuous training programs to sustain and enhance teachers’ emotional competencies.
Keywords: emotional mastery, mixed methods, teachers, classroom management, Aritao II District
DOI: https://doi.org/10.5861/ijrse.2026.26212
Cite this article:
Apiado, J., Naui, J. L., & Agustin, A. A. (2026). Emotional mastery of public elementary school teachers: Basis for developing educational administration intervention strategies in Aritao II District. International Journal of Research Studies in Education, 15(20), 1-11. https://doi.org/10.5861/ijrse.2026.26212
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