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ILOCOS SUR POLYTECHNIC STATE COLLEGE 1
CHAPTER I
INTRODUCTION
Overview
The classroom teacher is the most influential variable influencing
student achievement outside of the child’s home environment.
(Linda Darling-Hammond, 1997)
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
competencies of people in the academe as well as the achievements of the students on
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
balances feelings with reason, logic and reality. (Hein, 1999).
Bachelor of Secondary Education

Parker (1978) stated that the teaching performance affects much the behavior of
the pupils. A non-effective teaching results to a poor quality education. Further,
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
efficiency and effectiveness of the work.
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
positive relationships with colleagues and parents (Campbell, Kyriakides, Muijs,
&Robinson, et al., 2003).
The overreliance on nationally norm referenced testing of student
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
relevant connections with students of varying backgrounds and educational expectations,
hence, this study.
Statement of the Problem
This study aimed to determine the relationship between the Emotional
Intelligence of the Mathematics Teachers to their profile and their students’ Mathematics
performance of Narvacan National Central High School.

Specifically, it sought to answer the following:
1. What is the profile of the teachers in terms of:
a. Age,
b. Sex;
c. Civil Status;
d. Highest Educational Attainment;
e. Length of Service;
f. Monthly Salary?
2. What is the level of Emotional Intelligence of the teachers along
a. Life Pressures,
b. Life Satisfactions,
c. Emotional Self-Awareness,
d. Emotional Expression,
e. Emotional Awareness of others,
f. Intentionality,
g. Creativity,
h. Resilience,
i. Interpersonal Connections, and
j. Constructive Discontent?
3. What is the level of Mathematics performance of the students?
4. Is there a significant relationship between the profile of the teachers and their
level of Emotional Intelligence?
a. Life Pressures,

b. Life Satisfactions,
c. Emotional Self-Awareness,
d. Emotional Expression,
e. Emotional Awareness of others,
f. Intentionality,
g. Creativity,
h. Resilience,
i. Interpersonal Connections, and
j. Constructive Discontent?
5. Is there a significant relationship between the level of Emotional Intelligence of
the teachers and the Mathematics performance of the students?
Importance of the Study
Results and findings of this study are deemed significant to the following:
Administrators. The output of this study will provide an insight in providing
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.
Teachers and Future Teachers. The findings of this study would be of
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
Intelligence in general can make or unmake their students.

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
knowledge to the students.
Future Researchers. This study can served as reference of future research
endeavors to be conducted by other researchers.
Review of Related Literature
On Profile of the Teachers
Based on the research-census results of the Education Standards Analysis &
Research Division (ESARD) of the Department of Education of England, the
consolidated results for the profile of the teachers are:
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
types was observed in LA nursery schools. In maintained secondary schools and
academies, male teachers made up larger minorities.
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

proportions of teachers aged 40 or older. By contrast, academies had a younger teacher
age profile than maintained secondary schools, with the largest proportion of teachers
aged fewer than 30.
Highest Qualification 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
Bachelor of Education qualifications.
On Emotional Intelligence
Emotional Quotient/Intelligence refers to the ability to sense, understand, and
effectively apply the power and acumen of emotions as a source of human energy,
information, connection and influence, ability to perceive emotions, to access and
generate emotions so as to assist thought; to understand emotions; and to reflectively
regulate emotions so as to promote emotional and intellectual growth. It is the capacity to
create Optimal results in one’s relationships in self and others.
As cited by Rust (2014), a substantial body of research indicates that student
achievement is affected by meaningful and purposeful relationships between teachers and
students (Trophy& Good, 1974; Coleman, et. al., 1966; Klem& Connell, 2004;McNulty
&Quaglia, 2007), while inappropriate or negative relationships can hinder student
performance and a feeling of worth in the classroom (Trophy&Good, 1974). The

Emotional Intelligence research conducted over the past 20years makes arguments for the
use of Emotional Intelligence assessments to identify, hire, grow and promote employees
within corporate America (Carmeli&Josman, 2006; Dearborn, 2002; Dulewicz& Higgs,
2003; Goleman, Boyatzis, &McKee, 2001).
History of Emotional Intelligence
Several contemporary theorists have generated models to investigate and describe
an individual’s Emotional Intelligence. The definition of Emotional Intelligence has
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
as those of others, was a type of intelligence distinguishable from one’s general
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
domains: linguistic, musical, spatial, logical-mathematical, bodily-kinesthetic, inter and
intra personal. He states that inter and intra-personal relationships form the basis for the
construct of Emotional Intelligence (Gardner, 1998). In 1983, Gardner opened 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
learn and demonstrate knowledge and skills. Emotional Intelligence evolved as a
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
to filter into mainstream educational thought and classroom lesson implementation.
Emotional Intelligence as a definition and construct continues to develop.
Generally, “Theorists are interested in identifying the mental processes which involve
emotional information, including appraising, expressing and regulating emotions in self
and others, and using the emotions in adaptive ways” (Finegan, 1998). Salovey and
Mayer’s original definition of “Emotional Intelligence (EI)refers to the processes
involved in the recognition, use, understanding and management of one’s own and other
emotional states to solve emotion-laden problems and to regulate behavior” (Salovey,
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
ability to regulate emotion to promote emotional and intellectual growth”(Salovey&
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
regulation affects a person’s growth and interactions with other individuals.
The first of these four dimensions is the ability to perceive, appraise and express
emotion as measured by a respondent's attention to a variety of nonverbal cues such as
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
an understanding of what has led to the experience of an emotion and is an essential
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
respond to stressful situations without emotional outbursts(Bar-On & Parker, 2000).Bar-
On, Maree, and Elias (2007) adds a separate layer of understanding and summarizes what
they call emotional-social intelligence as the following competencies:
• “The ability to recognize and understand emotions and to express feelings
nondestructively.

• The ability to understand how others deal and relate with them cooperatively.
• The ability to manage and control emotions effectively.
• The ability to manage change and the emotions generated by change, and to
adapt and solve problems of a personal and interpersonal nature.
• The ability to generate positive affect and be self-motivated.”
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
personal understanding and regulation to that of implementation for management of inter
and intrapersonal relationships. Bar-On exemplifies this by adding that those scoring high
in Emotional Intelligence are better equipped to effectively manage change by flexibly
coping with situations of an interpersonal nature (Bar-On, 2007).Bar-On (2007) promotes
the study of social and Emotional Intelligence through an educational application. He is
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.

Importance of Teacher Quality and Building Student Relationships
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
importance of relationship building between students and teachers as a variable that
cannot be overlooked any longer.
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.
Ang (2005) conducted a study to validate the teacher-student relationship
inventory (TSRI) which she developed. While approaching her study, Ang noted that a
student's academic and behavioral adjustment may be positively influenced by a
satisfactory teacher-student relationship. Her goal was to create a short 14-question
survey administered to teachers for identifying the quality of teacher-student
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
study provide additional support that positive teacher-student relationships continue to be
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
achievement. Absence of conflict and negative interaction within the teacher-student
relationship is also predictive of academic success (Ang, 2005).

These studies demonstrate that effective teacher-student relationships promote
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.
(2007), provides some insight through a discussion of teacher communication and
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
relationships with students remains a core principle.
“Virtually all of the teachers in this study engage students in rapport-talk, a term
coined by Deborah Tannin (1994) to describe communication of shared experiences in
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’
comments, questions and responses”.
On Emotional Intelligence and Its Relation to Teaching
The following are results of studies that are considered relevant to the present
study.
Emotional Intelligence plays an important part behind the success of a person in
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
effectiveness of the work.
Tenedero (2001) explained that some people may succeed in school but fail in
life’s endeavor and vice versa. The importance of EQ cannot be overstated. IQ or
“Rational Intelligence” is indispensable in passing the board exams for teachers, but
Emotional Intelligence is equally indispensable in being an effective, inspiring teacher.
Williams and Sternberg (1988) contended that Emotional Intelligence involves
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
conflicts, solve problems, and improve interactions with others.
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.
Aquino (1988) quoted Shiplay and associates’ concept on the desirable
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
and honesty, 7) firmness, 8) positive and encouraging attitude, 9) democratic leadership,
and 10) professional status.
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
control, and respect of the physical needs of pupils, consistency, attentiveness,
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
children to high standards.
Klaussmeierr and Goodwin(1966) believed that affective differences among
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
them. He or she establishes wholesome pupil-teacher relationship.
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
academic background and possess good personal behavior.
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
effectively inspite of the difficulties encountered.
Cooper (1997) stated that EQ is not a new concept. Study after shows that high
EQ continually produces exceptional leadership: Cooper further said that:
 Over 90% of trust and believability may be liked to EQ, not IQ;
 High EQ contributes to 300% less absenteeism;
 Emotional-not just mental-commitment is being viewed as a key source of
Competitive Advantage.
Hein (1999) suggested the general characteristics of people of high and low
Emotional Intelligence as guidelines. He said that signs of a person’s High Emotional
Intelligence include the following: Expresses his feelings clearly and directly with three
word sentences beginning “I feel…,”
 is not afraid to express his feelings;
 is not dominating by negative emotions such as: fear, worry, guilt, shame,
embarrassment, obligation, disappointment, hopelessness, powerlessness,
dependency, victimization, or discouragement…;
 is able to read non-verbal communication;
 lets his feeling guide him through life;
 balances feelings with reason, logic and reality;
 acts out of desire, not because of duty, guilt, force, or obligation;
 is independent, self-reliant and morally autonomous;
 is intrinsically motivated;

 is not motivated by power, wealth, status, fame or approval;
 is emotionally resilient;
 is optimistic, does not internalize failure;
 is interested in other people’s feelings.
Signs of a person’s Low Emotional Intelligence include the following:
 doesn’t take responsibilities for his feelings but blames others for them;
 can’t put together three word sentences starting with “I feel…”;
 can’t tell you why she feels the way she does, or can’t do it without blaming
someone else;
 attacks, blames, commands, criticizes, interrupts, invalidates, lecture, advises, and
judges others;
 often begins sentences with “I think you…,”
 sends “you” messages disguised as “I feel…” messages;
 withholds information about or lies about his feelings;
 exaggerates or minimizes his feelings;
 lets things build up, then blow up, or react strongly to something relatively minor;
 lacks integrity and a sense of conscience;
 caries grudges, is unforgiving;
 is uncomfortable to be around;
 acts out his feelings, rather than talking them out;
 plays games;
 is indirect or evasive;

 is insensitive to your feelings;
 has no sympathy, no compassion;
 is rigid, inflexible, needs rules and structures to feel secure;
 is not emotionally available;
 offers little chance of emotional intimacy;
 does not consider their future feelings before acting;
 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
other people’s feeling;
 is a poor listener;
 interrupts;
 invalidates;
 misses the emotions being communicated;
 focuses on “facts” rather than feelings.
Emotional Intelligence and Student Achievement
Emotional Intelligence, as a model for influencing student achievement, is a
construct that has not been adequately studied to date. One study investigates the
Emotional Intelligence of pre-service teachers and their success in student teaching
(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
motivate student achievement in the classroom.
The following argument frames the connection between this literature review and
justification for the related study. Studies indicate that students perform better in
classrooms instructed by teachers who make relational connections with them.
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
performance, compliance, and altruism (Carmeli&Josman, 2006). Therefore, this study
explores the possible relationship between the Emotional Intelligence of a teacher, as a
worker, and their students’ outcomes on their grades.
Several studies consider Emotional Intelligence and its potential connection in the
classroom. For example, one study investigated the relationship between student
Emotional Intelligence and student achievement. Australian researchers “examined the
relationship between Emotional Intelligence and scholastic achievement in Australian
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.,
2008). Adissertation documented the relationship between Emotional Intelligence of pre-
service student teachers and their success in student teaching. Drew (2006), in his study,
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
and Emotional Intelligence may have a key connection to student outcomes.
Objectives
The purposes of this study are:
1. To determine the significant relationship between the profile of the teachers and
their level of Emotional Intelligence; and
2. To determine the significant relationship between the Emotional Intelligence of
the teachers and the Mathematics performance of the students.
Time and Place of the Study
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
respondents of this study.

Scope and Limitation of the Study
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
along the scales specified n the EQ instrument developed by Orioli.

CHAPTER II
METHODOLOGY
Research Design
The descriptive-correlational design method of investigation was used in the
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
Mathematics performance of the students. The correlational study detects significant
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
National Central High School, and their students.
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 study of Gabor (2004).
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™,

authored by Esther Orioli and developed by Q-METRICS, is designed to help individuals
assess their personal EQ levels and enhance their EQ leadership and performance in the
workplace. The EQ MAP™ is an extensively researched, norm-tested, and statistically
reliable instrument used to measure Emotional Intelligence. Emotional Intelligence is
complex, multi-dimensional, and varies from person to person.
Emotional Intelligence or EQ is interpreted into four levels of performance zones,
namely:
OPTIMAL – A person’s greatest EQ strengths; in these areas one shows great
strength, effectiveness and creativity, even under pressure.
PROFICIENT – One demonstrates steady, balanced EQ effectiveness in most
situations.
VULNERABLE – A person demonstrates some skills and competencies, but
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.
CAUTION – A person’s EQ ability is compromised or needs enhancement and
may prove difficult to use without concentrated attention.

The four levels of performance zones on each of the scales ranged as follows:
SCALES OPTIMAL PROFICIENT VULNERABLE CAUTION

Life Pressures 96-28 27-17 16-9 8-0
Life Satisfactions 63-28 27-21 20-12 11-0
Emotional Self- 24-23 22-18 24-17 13-0
Awareness
Emotional 27-23 22-18 24-17 13-0
Expression
Emotional 36-22 21-19 18-15 14-0
Awareness of others
Intentionality 39-34 33-29 28-23 22-0
Creativity 30-25 24-20 19-14 13-0
Resilience 42-35 34-30 29-25 24-0
Interpersonal 30-29 28-25 24-19 18-0
Connections
Constructive 30-26 25-21 20-16 15-0
Discontent
To collect data on the Mathematics performance of the students, the researcher
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
Guidelines of the Implementation of Grades 1 to 10 of the K to 12 Basic Education
Curriculum (BEC) Effective School Year 2012-2013,” the level of proficiency at
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
assessment. The numerical values are as follows:
Level of Proficiency Grading Scale
Did Not Meet Expectations 74% and below

Fairly Satisfactory 75-79%
Satisfactory 80-84%
Very Satisfactory 85-89%
Outstanding 90% and above

The performance of students shall be described in the report card, based on the
following levels of proficiency:
DID NOT MEET EXPECTATIONS– The student at this level struggles with
his/her understanding prerequisite and fundamental knowledge and/or skills have not
been acquired or developed adequately to aid teaching
FAIRLY SATISFACTORY – The student at this level possesses the minimum
knowledge and skills and core understandings, but needs help throughout the
performance of authentic tasks
SATISFACTORY- The student at this level has developed the fundamental
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
authentic performance tasks.
VERY SATISFACTORY– The student at this level has developed the
fundamental knowledge and skills and core understandings, and can transfer them
independently through authentic performance tasks
OUTSTANDING– The student at this level exceeds the core requirements in
terms of knowledge, skills and understandings, and can transfer them automatically and
flexibly through authentic performance tasks.
Statistical Treatment of Data
The following statistical tools were utilized in the study:
To determine the profile of the respondents, frequency count and percentages
was used.

To determine the performances indicators or Mathematics performance of the
students, weighted mean was used; and
To determine the significant relationship of the profile and level of Emotional
Intelligence, and Emotional Intelligence and students’ Mathematics performance,
Pearson Product – Moment Coefficient of Correlation.

CHAPTER III
RESULTS AND DISCUSSION
This chapter presents the data gathered, the analysis and interpretation of the
results of this study.
The Profile of the Teachers
Table1.The Profile of the Teachers

Profile Frequency Percentage
Age (in years)
60-69 1 16.67
50-59 1 16.67
40-49 3 50
30-39 1 16.67
Total 6 100%
Sex
Male 2 33.33
Female 4 66.67
Total 6 100%
Civil Status
Single 1 16.67
Married 4 66.67
Widowed 1 16.67
Total 6 100%
Educational Attainment
Doctoral Degree 0 0
Master’s Degree with Doctoral Units 1 16.67
Master’s Degree 0 0
Bachelor’s Degree with Masteral Units 4 66.67
Bachelor’s Degree 1 16.67
Total 6 100%
Teaching Experience
More than 25 years 1 16.67
21-25 years 1 16.67
16-20 years 1 16.67
11-15 years 1 16.67
6-10 years 2 33.33
1-5 years 0 0
Less than a year 0 0
Total 6 100%
Monthly Salary
More than Php20,000 3 50
Php15,000-Php20,000 3 50
Total 6 100%

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
more of females than males.
Results in Table 1 further showed that majority (66.67%) of the teacher
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
for salary ranges 15,000 – 20,000 pesos, and above.

Level of Emotional Intelligence of the Teachers
Table2.Level of Emotional Intelligence of the Teachers

Optimal Proficient Vulnerable Caution
SCALES
No. of % No. of % No. of % No. of %
Respondents Respondents Respondents Respondents
Life
Pressures 4 66.67 0 0 2 33.33 0 0
Life
Satisfactions 6 100 0 0 0 0 0 0
Emotional
Self-
1 6.67 2 33.33 3 50 0 0
Awareness
Emotional
Expression 0 0 2 33.33 3 50 1 16.67
Emotional
Awareness of
4 66.67 0 0 2 33.33 0 0
Others
Intentionality 0 0 2 33.33 3 50 1 16.67
Creativity 0 0 4 66.67 2 33.33 0 0
Resilience 1 16.67 1 16.67 3 50 1 16.67
Interpersonal
Connections 0 0 0 0 6 100 0 0
Constructive
Discontent 0 0 0 0 3 50 3 50
Table 2 reveals the distinction between the levels of EQ of the Mathematics
teachers along the different scales of emotions.
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
difficulties encountered. (p14)
Emotional Self-Awareness. It can be seen from the results shown in Table 2 that
3 or 50% of the Mathematics teachers are “Vulnerable” when it comes to level of
emotional self-awareness, two are proficient(33.33%) and one (16.67%) is Optimal.
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
and shows balanced EQ effectiveness or Optimal or strong EQ creativity and
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.
Emotional Awareness of Others. Results shown in Table 2 revealed that more
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
in providing awareness to the emotional condition of their students.
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
intentions of his/her action.
Creativity. Results showed that majority (66.67%) have “Proficient” level of
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
needs of their students.
Resilience. In terms of resiliency to situation, Table 2 shows that 50% of the
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

teachers have an unstable EQ effectiveness or find difficulty in turning negative
situations to positive ones and trying to come up with alternative plans in case that
problems arises.
Interpersonal Connections. Results showed that all of the respondents showed
“Vulnerable” EQ in terms of Interpersonal Connections. This result implies that the
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
were sometimes work under pressure.
Level of Mathematics Performance of Students
Table3.Level of Mathematics Performance of Students

PERCENTILE FREQUENCY PERCENTAGE DESRIPTIVE
RATING (%) EQUIVALENT
(%)
90 and above 39 16.53 Outstanding
85–89 63 26.69 Very Satisfactory
80 – 84 81 34.32 Satisfactory
75– 79 53 22.46 Fairly Satisfactory
74 and below 0 0 Did not meet
expectations
TOTAL 236 100%
Table 3 shows the level of Mathematics Performance of Students. It reveals that
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
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
understandings with16.53% on the average, outstanding level.
Relationship between the Profile and the Level

of Emotional Intelligence of the Teachers
Table4.aCorrelation between the profile of teachers and the level on life pressure scale
Profile Correlation Coefficient Descriptive Equivalent

Age -0.697 Marked Inverse Correlation
Sex -0.593 Moderate Inverse
Correlation
Civil Status -0.642 Marked Inverse Correlation
Educational Attainment 0.520 Moderate Direct Correlation
Teaching Experience -0.697 Marked Inverse Correlation
Monthly Salary -0.609 Marked Inverse Correlation
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
EQ in dealing with Life Pressures.

Table4.bCorrelation between the profile of teachers and the level on life satisfactions
scale
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
satisfied are the teachers hence affecting their effectiveness in teaching.
Table4.cCorrelation between the profile of teachers and the level on emotional self-
awareness scale
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
Profile and Emotional Self-Awareness. Results shown in Table 4c showed that
educational attainment of the teachers showed substantially direct correlation with their
level of EQ on emotional self-awareness, moderate direct correlation with their monthly

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
of emotional awareness than married teachers.
Table4.dCorrelation between the profile of teachers and the level on emotional

expression scale
Correlation
Sex -0.797 Substantial Inverse
Correlation
Civil Status -0.130 Slight Inverse Correlation
Educational Attainment 0.042 Definite but Small Direct
Correlation
Teaching Experience -0.504 Moderate Inverse
Correlation
Monthly Salary -0.225 Definite but Small Inverse
Correlation
Profile and Emotional Expression. It can be seen from the computed
correlation coefficient of -0.797 shown in Table 4d that there is a substantial inverse
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)
has a moderate inverse correlation to the level of EQ on emotional expression.

Table4.e Correlation between the profile of teachers and the level on emotional
awareness of others scale
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
Profile and Emotional Awareness of Others. Results show that there is a
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
role in understanding the emotional condition of others.
Table4.fCorrelation between the profile of teachers and the level on intentionality scale
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

Profile and Intentionality. The level of EQ on intention shows a substantial
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
their planned activities as the need arises.
Table4.gCorrelation between the profile of teachers and the level on creativity scale
Age 0.228 Definite but Small Direct
Correlation
Sex 0.433 Moderate Direct Correlation
Correlation
Educational Attainment -0.379 Definite but Small Inverse
Correlation
Teaching Experience 0 No Correlation
Monthly Salary 0.272 Definite but Small Direct
Correlation
Profile and Creativity. The EQ level on creativity of the teachers shows a
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
creativity than the married Mathematics teachers.

Table4.hCorrelation between the profile of teachers and the level on resilience scale
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
Correlation
Monthly Salary -0.370 Definite but Small Inverse
Correlation
Profile and Resilience. In terms of the relationship between the level of EQ on
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.
Table4.iCorrelation between the profile of teachers and the level on interpersonal

connections scale
Age -0.065 Almost Negligible Inverse
Correlation
Sex -0.180 Slight Inverse Correlation
Correlation
Educational Attainment 0.613 Marked Direct Correlation
Teaching Experience -0.014 Almost Negligible Inverse
Correlation
Monthly Salary 0 No Correlation

Profile and Interpersonal Connections. The higher the educational attainment
of the teachers, the higher is their level of EQ along Interpersonal Connections Scale.
This claim is supported by the computed correlation coefficient r = 0.613 interpreted as
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
responses to the questionnaire.
Table4.j Correlation between the profile of teachers and the level on constructive
discontent scale
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
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.
The highest inverse correlation coefficient is observed in sex (-0.638), followed by
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
correlation as shown by the computed correlation coefficient, significant correlation does
not exist.
Relationship between the grades of students and the

Emotional Intelligence of the teachers
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
Based on the results shown in Table 5, the level of EQ of the Mathematics
teachers along resilience, creativity, emotional awareness on others, and emotional self-
awareness have significant positive correlation to the Mathematics performance of the
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
relationship is also predictive of academic success
Results also revealed that the level of EQ of the Mathematics teachers along
Life’s Satisfaction, Emotional Expression and Interpersonal Connections showed a
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
the level of performance of the students in Mathematics. Surprisingly, this is in contrast
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
teaching experience and is receiving a monthly salary of 15,000 and above.
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
Pressure, Life Satisfaction and Emotional Awareness of Others; PROFICIENT along
Creativity; VULNERABLE along Emotional Self-Awareness, Emotional Expression,

Intentionality, Resilience and Interpersonal Connections and CAUTION along emotional
expression and constructive discontent.
Majority of the students have a Satisfactory level of performance in Mathematics
which indicates that most of the students have developed the fundamental knowledge,
skills and core understandings of the subject.
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
profile of the teachers can still affect their EQ exists.
The level of EQ of the Mathematics teachers along resilience, creativity,
emotional awareness on others, and emotional self-awareness have significant positive
correlation to the Mathematics performance of the students. On the other hand, the level
of EQ of the Mathematics teachers along Life’s Satisfaction, Emotional Expression and
Interpersonal Connections showed a significant negative correlation with the students’
grades in Mathematics.
Conclusions
It can be concluded that the level of EQ of Mathematics teachers significantly
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
make or unmake a student.
Recommendations
Based on the findings and conclusion drawn in this study, it is recommended that
in order to become effective in teaching, Emotional Intelligence (EQ) should be given

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.
Finally, a similar study should be conducted to correlate EQ to students’
performance and further validate the findings of this study.

BIBLIOGRAPHY
PDFs:
Relationship between The Emotional Intelligence Of Teachers And Student
Academic Achievement, David Allen Rust, University of Kentucky 2014
Emotional Intelligence in the Classroom: Skill-Based Training for Teachers

and Students, Brackett, Marc A. & Nicole A. Katulak
“Policy Guidelines of the Implementation of Grades 1 to 10 of the K to 12

Basic Education Curriculum (BEC) Effective School Year 2012-2013,” DepEd Order
12, s 2012
Research Report DFE-RR151, A profile of teachers in England from the 2010

School Workforce Census
Publications and Papers

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manual. Toronto, Canada: Multi-Health Systems, Inc.
Bar-On, R. (Ed.). (2004). The Bar-On emotional quotient inventory (EQ-i):

Rationale, description, and summary of psychometric properties. Hauppauge, NY:
Nova Science Publishers.
Bar-On, R. (2005). Emotional Intelligence and subjective well-being.

Unpublished manuscript.
Bar-On, R., & Handley, R. (2003). The Bar-On EQ-360. Toronto, Canada:
Multi-Health Systems
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Bar-On, R., Maree, J. G., & Elias, M. J. (Eds.). (2007). Educating people to
be emotionally intelligent. Westport Connecticut: Praeger.
Bar-On, R., & Parker, J. D. A. (Eds.). (2000). Emotional and social

intelligence: Insights from the emotional quotient inventory (EQ-i). San
Franscisco:Jossey-Bass.
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.

Campbell, R. J., Kyriakides, L., Muijs, R. D., & Robinson, W. (2003).

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Salovey& D. Sluyter (Eds.), Emotional development and Emotional Intelligence:
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15, 2006.

APPENDIX A
LETTER OF REQUEST TO THE PRINCIPAL
Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE
COLLEGE OF TEACHER EDUCATION
Main Campus, Sta. Maria, Ilocos Sur
March 4, 2016
MR. EMILIO G. AYSON, JR

Principal IV
Narvacan National Central High School
Narvacan, Ilocos Sur
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!
Very truly yours

(Sgd.) JERIC AREN O. DEDICATORIA
Researcher
Noted:
(Sgd.) ARLENE P. ABLOG, MAED
Adviser
Approved:
(Sgd.) EMILIO G. AYSON, JR

Principal IV, NNCHS

APPENDIX B
THE TEST INSTRUMENT
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.
SECTION I. CURRENT ENVIRONMENT: PRESSURES AND SATISFACTIONS

Scale 1: LIFE PRESSURES
Think about… the past month. For each of the work and personal pressures listed below, please indicate
how much each has been a source of distress for you.
Great Moderate Little None Didn’t
WORK PRESSURES: Occur
1. Job Security……………………………….…..… 3 2 1 0
2. Relationship with my immediate supervisor…… 3 2 1 0
3. Shifting Priorities at work………………………. 3 2 1 0
4. Relationship with my co-workers……………… 3 2 1 0
5. Opportunity for advancement and growth……… 3 2 1 0
6. Too much work…………………………………. 3 2 1 0
7. Control over my workload……………………… 3 2 1 0
8. Lack of job flexibility to deal with family and/or
personal emergencies……………………………… 3 2 1 0
9. Favoritism or unfair hiring and/or promotion
policies at work……………………………………. 3 2 1 0
10. Constant monitoring of job performance by
management……………………………………….. 3 2 1 0
11. Boring or uninteresting work………………….. 3 2 1 0
12. Special recognition or award at my job……….. 3 2 1 0
13. Pressure from competing deadlines at my job… 3 2 1 0
14. Loss of commitment to work………………….. 3 2 1 0
15. Feeling bogged down in red tape and unable
To accomplish anything…………………………... 3 2 1 0
16. Flexibility of hours of work…………………... 3 2 1 0
17. Commute to my job…………………………… 3 2 1 0
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

15. Fertility or reproductive issues………………... 3 2 1 0
SCALE 2: LIFE SATISFACTIONS

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. The people around me will take time for me when
I need it…………………………………………….. 3 2 1 0
2. Those closest to me support me to do new things
and make changes in my life……………………….. 3 2 1 0
3. I feel accepted and loved by those closest to me… 3 2 1 0
4. The people close to me support me to do new
things and make changes in my life………………… 3 2 1 0
5. I spend quality time with my friends/family…….. 3 2 1 0
6. I am able to give what I would like to my
friends/family………………………………………. 3 2 1 0
7. I can ask for help from my family and friends
when I need it………………………………………. 3 2 1 0
8. I know that others are there for me………………. 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

SECTION II. EMOTIONAL LITERACY

SCALE 3. EMOTIONAL SELF-AWARENESS
For each item listed below, please indicate how well it describes the way you currently think or feel about
you.
This describes me
Very Moderately A Little Not At All
Well Well
1. I can name my feelings………………………… 3 2 1 0
2. I have learned a lot about myself by listening
to my feelings…………………………………….. 3 2 1 0
3. I am aware of my feelings most of the time…… 3 2 1 0
4. I can tell when I am getting upset……………… 3 2 1 0
5. When I am sad, I know the reason(s)………….. 3 2 1 0
6. People who show strong emotions scare me…... 0 1 2 3
7. I pay attention to my physical state to
understand my feelings…………………………… 3 2 1 0
8. I accept my feelings as my own……………….. 3 2 1 0
SCALE 4. EMOTIONAL EXPRESSION

you.
This describes me
Well Well
1. I let other people know when they are doing a job. 3 2 1 0
2. I express my emotions even if they are negative.. 3 2 1 0
3. I let others know what I want and need…………. 3 2 1 0
4. My closest friends would say I express my
appreciation of them……………………………….. 3 2 1 0
5. I keep my feelings to myself……………………. 0 1 2 3
6. I let people know when uncomfortable feelings get
in the way of our work ……………………………. 3 2 1 0
7. I have trouble reaching out to others when I need
Help……………………………………………….. 0 1 2 3
8. My co-worker would say I express my
appreciation of them……………………………… 3 2 1 0
9. I would do anything to avoid looking foolish to
my peers………………………………………….. 0 1 2 3
SCALE 5. EMOTIONAL AWARENESS OF OTHERS

you.
This describes me
Well Well
1.I can recognize emotions in others by watching

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
SECTION III. EQ COMPETENCIES

SCALE 6. INTENTIONALITY
Think about… the past month. For each item below, please indicate how well the statement describes your
behavior
This describes me
Well Well
1.I can easily shut out distractions when I need to
Concentrate………………………………………. 3 2 1 0
2. I finish most things that I start………………… 3 2 1 0
3. I know how to say “no” when I have to………. 3 2 1 0
4. I can put aside short-term rewards for
long-term goals………………………………….. 3 2 1 0
5. I can completely focus myself on a task when
I need to………………………………………….. 3 2 1 0
6. I do things I later regret……………………….. 0 1 2 3
7. I accept responsibility for managing my
Emotions…………………………………………. 3 2 1 0
8. When faced with a problem, I like to deal
with it as soon as possible………………………… 3 2 1 0
9. I think about what I want before I act…………. 3 2 1 0
10. I can postpone my personal gratification for a
greater goal………………………………………… 3 2 1 0
11. When I’m in a bad mood I can talk myself out
of it…………………………………………………. 3 2 1 0
12. I get angry when I am criticized……………….. 0 1 2 3

13. I do not know the source of my anger in

Situations…………………………………………… 0 1 2 3
SCALE 7. CREATIVITY
behavior
This describes me
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
behavior
This describes me
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

11. I can see the humorous side of situations……… 3 2 1 0

12. I often put things aside for a while to get a
perspective on them……………………………….. 3 2 1 0
13. When I encounter a problem, I focus on what I
can do to solve it…………………………………… 3 2 1 0
14. When something is not working, I try to come
up with an alternative plan……………………….. 3 2 1 0
SCALE 9. INTERPERSONAL CONNECTIONS

behavior
This describes me
Well Well
1.I am able to grieve when I lose something
important to me…………………………………… 3 2 1 0
2. I feel uncomfortable when someone gets too close
to me emotionally……………………………….. 0 1 2 3
3. I have several friends I can count on in times of
Trouble……………………………………….….. 3 2 1 0
4. I show a lot of love and affection to my
friends/family…………………………………….. 3 2 1 0
5. When I have a problem I know who to go to or
what to do to help solve it……………………….... 3 2 1 0
6. My beliefs and values guide my daily actions…. 3 2 1 0
7. My family is always there for me when I need
Them………………………………………………. 3 2 1 0
8. I doubt if my colleagues really care about me
as a person………………………………………… 0 1 2 3
9. I have difficult time making friends…………… 0 1 2 3
10. I hardly cry, not even at funerals……………... 0 1 2 3
SCALE 10. CONSTRUCTIVE DISCONTENT

behavior
This describes me
Well Well
1.I would not express my feelings if I believed they
would cause a disagreement………………………. 0 1 2 3
2. When it comes right down to it, I can only trust
myself to get things done………………………….. 0 1 2 3
3. I remain calm even in situations when others get
Angry………………………………………………. 3 2 1 0
4. It is better not to stir up problems if you can
avoid doing so…………………………………….. 0 1 2 3
5. I have a hard time getting consensus from my
work team…………………………………………. 0 1 2 3

6. I solicit feedback from my peers on my

Performance………………………………………. 3 2 1 0
7. I am good at organizing and motivating
groups of people…………………………………… 3 2 1 0
8. I enjoy the challenge of facing and solving
problems at work ………………………………….. 3 2 1 0
9. When I make a critical comment I focus on the
behavior and not the person……………………….. 3 2 1 0
10. I avoid confrontations…………………………. 0 1 2 3

APPENDIX C
BIBLIOGRAPHY
“Drifting through the wind, envisioning
inevitable societal democracy,” is what the
researcher sees about himself. Being a person who
lost track in what people call gender, he always
shows importance of justice and equality towards
humankind. He envisions a society full of bliss and
happiness.
The researcher is Jeric Aren Ordonez Dedicatoria, a Bachelor of Secondary
Education – Mathematics student at Ilocos Sur Polytechnic State College. He is 20 years
old and is residing at Bateria, San Esteban Ilocos Sur.
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;
being a Computer Literate –Microsoft Office (Word, Excel, Powerpoint, Publisher), he
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
respect and love should be shown outside.
He had joined Regional and National Competitions, and won several awards for
his school. During the REGIONAL HIGHER EDUCATION PRESS CONFERENCE
(December, 2014), he garnered 2nd place in Copyreading and Headline Writing and 9th

place in DevComm Writing; he was a national qualifier in the LUZONWIDE HIGHER
EDUCATION PRESS CONFERENCE (February, 2015); he also joing the National
Conference of Guilders/Journalist in PANAGTITIGNAY (May, 2015); he won 2nd place
in Sanaysay in the national competition on LUNDUYAN (November, 2015); And many
more in his institutional achievements and awards.
The researcher believes in himself, that every endeavor is a mere challenge for his
future success.

Aren

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ILOCOS SUR POLYTECHNIC STATE COLLEGE 1

The classroom teacher is the most influential variable influencing

student achievement outside of the child’s home environment.

(Linda Darling-Hammond, 1997)

competencies of people in the academe as well as the achievements of the students on

balances feelings with reason, logic and reality. (Hein, 1999).

Bachelor of Secondary Education

the pupils. A non-effective teaching results to a poor quality education. Further,

efficiency and effectiveness of the work.

positive relationships with colleagues and parents (Campbell, Kyriakides, Muijs,

&Robinson, et al., 2003).

The overreliance on nationally norm referenced testing of student

relevant connections with students of varying backgrounds and educational expectations,

hence, this study.

Statement of the Problem

This study aimed to determine the relationship between the Emotional

performance of Narvacan National Central High School.

Bachelor of Secondary Education

Specifically, it sought to answer the following:

1. What is the profile of the teachers in terms of:

d. Highest Educational Attainment;

2. What is the level of Emotional Intelligence of the teachers along

e. Emotional Awareness of others,

i. Interpersonal Connections, and

3. What is the level of Mathematics performance of the students?

level of Emotional Intelligence?

Bachelor of Secondary Education

e. Emotional Awareness of others,

i. Interpersonal Connections, and

5. Is there a significant relationship between the level of Emotional Intelligence of

the teachers and the Mathematics performance of the students?

Importance of the Study

Administrators. The output of this study will provide an insight in providing

Teachers and Future Teachers. The findings of this study would be of

Intelligence in general can make or unmake their students.

Bachelor of Secondary Education

knowledge to the students.

Future Researchers. This study can served as reference of future research

endeavors to be conducted by other researchers.

Review of Related Literature

On Profile of the Teachers

Based on the research-census results of the Education Standards Analysis &

Research Division (ESARD) of the Department of Education of England, the

consolidated results for the profile of the teachers are:

types was observed in LA nursery schools. In maintained secondary schools and

academies, male teachers made up larger minorities.

Bachelor of Secondary Education

proportions of teachers aged 40 or older. By contrast, academies had a younger teacher

aged fewer than 30.

Highest Qualification of Teachers

Bachelor of Education qualifications.

Emotional Quotient/Intelligence refers to the ability to sense, understand, and

information, connection and influence, ability to perceive emotions, to access and

generate emotions so as to assist thought; to understand emotions; and to reflectively

regulate emotions so as to promote emotional and intellectual growth. It is the capacity to

create Optimal results in one’s relationships in self and others.

As cited by Rust (2014), a substantial body of research indicates that student

achievement is affected by meaningful and purposeful relationships between teachers and

&Quaglia, 2007), while inappropriate or negative relationships can hinder student

performance and a feeling of worth in the classroom (Trophy&Good, 1974). The

Bachelor of Secondary Education

within corporate America (Carmeli&Josman, 2006; Dearborn, 2002; Dulewicz& Higgs,

2003; Goleman, Boyatzis, &McKee, 2001).

History of Emotional Intelligence