Author

Marylinda N. Monteclaro*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

In the 21st-century educational landscape, emotional intelligence has emerged as a critical factor influencing leadership effectiveness, teacher performance, and organizational outcomes. However, limited studies have examined the relationship between emotional intelligence and organizational commitment among teachers in localized school contexts such as Naganacan–Villabuena National High School. This study employed a descriptive-correlational design to determine the relationship between emotional intelligence and organizational commitment among 51 teachers during the School Year 2024–2025. Data were collected using standardized instruments, including the Emotional Intelligence Self-Evaluation (Hein, 1999) and Organizational Commitment Scale (Porter et al., 1974). Findings revealed that teachers demonstrated high levels of emotional intelligence and strong organizational commitment, as evidenced by majority “agree very much” and “strongly agree” responses. Results further indicated that emotional intelligence significantly contributes to positive work attitudes, interpersonal relationships, and sustained commitment. The study concludes that fostering emotional intelligence enhances organizational effectiveness in educational settings.

Keywords: Emotional intelligence, organizational commitment, teachers, leadership, school-based management, workplace behavior.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0502957

Recommended citation:
Monteclaro, M. N. (2026). The role of emotional intelligence in shaping organizational commitment: Evidence from Naganacan–Villabuena National High School. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1047-1052. http://doi.org/10.69651/PIJHSS0502957

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