Christian Jane B. Babano and Daylinda J. Tampus (Authors)
Abstract
This study investigated the relationship between teachers’ emotional intelligence (EI), their professional and personal characteristics, and their teaching performance in the Magsaysay I District of Misamis Oriental Division. A sequential explanatory mixed methods design was employed, initially collecting quantitative data through the use of survey questionnaires assessing EI and teacher performance evaluations. The survey questionnaire was adapted from the Quick Emotional Intelligence Self-Assessment by Mohape (2015). This was followed by qualitative interviews with selected teachers to enrich and contextualize the quantitative results. The participants included 91 public elementary school teachers with at least four years of teaching experience, drawn from 12 schools varying in location and accessibility. These schools faced challenges such as limited resources and geographical isolation, which provided a relevant context for examining how personal and professional factors influence teaching performance. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data offered deeper insights into the numerical findings. Ethical considerations were strictly observed, including informed consent and confidentiality. The study aimed to assess emotional intelligence across key domains and professional factors such as development and innovation skills, with the goal of informing teacher development initiatives and policy decisions to enhance instructional quality and student outcomes in rural educational settings.
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Keywords: emotional intelligence, teaching performance, professional characteristics, mixed methods design, rural education