2026 IJRSE – Volume 15 Issue 2
Available Online: 12 February 2026
Author/s:
Corpuz, Ritche Reniedo*
Nueva Vizcaya State University, Philippines (ritche.corpuz001@deped.gov.ph)
Ocampo, Imelda S.
Nueva Vizcaya State University, Philippines (imeldasocampo@gmail.com)
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the levels of Courage Quotient (CQ) and Emotional Intelligence (EI) among 85 public elementary school teachers in Aritao II District during the first semester of the academic year 2025–2026 and determined the relationship between these two constructs. Utilizing a quantitative descriptive–correlational research design, the study assessed Courage Quotient across four dimensions—risk-taking, persistence, adaptability, and managing fear—and Emotional Intelligence across five domains: self-awareness, self-regulation, motivation, empathy, and social skills. Data were gathered through standardized self-report questionnaires grounded in Biswas-Diener’s (2012) Courage Quotient Framework and Goleman’s (2005) Emotional Intelligence Model. Results revealed that teachers demonstrated a very good level of Courage Quotient (𝑥̄ = 3.65), with persistence and adaptability emerging as the strongest dimensions, indicating high resilience and flexibility in professional practice. Emotional Intelligence was likewise rated very high (𝑥̄ = 3.59), particularly in social skills and self-awareness, reflecting strong interpersonal competence and emotional regulation essential for effective teaching. Pearson correlation analysis showed a strong, positive, and statistically significant relationship between Courage Quotient and Emotional Intelligence (r = 0.760, p < 0.05), suggesting that higher levels of courage are associated with greater emotional awareness, regulation, empathy, and social competence. Managing fear and adaptability exhibited the strongest associations with emotional intelligence. Based on the significant findings, a data-driven educational management intervention was developed to address identified developmental needs in both Courage Quotient and Emotional Intelligence. The study underscores the importance of integrating courage and emotional intelligence in teacher professional development programs to enhance resilience, instructional effectiveness, and positive school relationships.
Keywords: courage quotient, emotional intelligence, management intervention
DOI: https://doi.org/10.5861/ijrse.2026.26044
Cite this article:
Corpuz, R. R., Ocampo, I. S., & Agustin, A. A. (2026). Courage quotient and emotional intelligence of public elementary school teachers in Aritao II District. International Journal of Research Studies in Education, 15(2), 81-93. https://doi.org/10.5861/ijrse.2026.26044
* Corresponding Author