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Larce, Letecia C. |
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The emotional intelligence and personal variables of Maceda Integrated School teachers in relation to the academic performance of students / |
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Letecia C. Larce. |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2002.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship. |
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ABSTRACT: STATEMENT OF PURPOSE The study aimed to determine the relationship of emotional intelligence and personal variables of teachers with the academic performance of students. Specifically, it answered the following questions: 1. What is the personal profile of teacher respondents with regards to their: a. Age b. Educational attainment c. Performance rating d. Position/ salary grade e. Teaching experience 2. What is the emotional intelligence profile of teacher respondents based on the following competencies a. Emotional awareness b. Managing one's emotion c. Self-motivation d. Empathy e. Coaching other's emotion 3. What is the academic performance of students as revealed by their academic grades in the second grading period? 4. Is there a significant relationship between the personal variables of teacher respondents and the academic performance of their students? 5. How do the emotional intelligence of teachers relate with their personal variables? 6. Is there a significant relationship between the emotional intelligence of teacher respondents and the academic performance of students? The following null hypotheses were tested in the study at .05 level of significance: 1. There is no significant relationship between the personal variables of teacher respondents with the academic performance of their students. 2. The emotional intelligence of teachers is not related to their personal variables. 3. There is no significant relationship between emotional intelligence of teachers and the academic performance of students. The descriptive research was employed in the study using a questionnaire for teachers' profile variables and the Emotional Intelligence Self-Evaluation by Steve Hein for the emotional profile of teachers. Mean, standard deviations, and percentage distribution were used in describing teachers' personal profile, emotional intelligence profile and students' academic performance. Relational Analysis was used to determine the relationship of teachers' personal variables and their emotional intelligence, and personal variables with the students' academic performance. Salient findings of the study are the following: 1. The biggest number of teachers belong to ages ranging from 36-50 (50.1%) and minimal percentage belong to their mid 20's and 50's and above. By educational attainment, the biggest percentage of teachers (48.1%) have MA units but a very limited number (4%) are Master's degree holders and 2 (3.7%) are undergoing doctoral studies. Most teachers (59%) are under Teacher I category, the entry position and only 2 (3.7%) are Master Teacher I category, the entry position and only 2 (3.7%) are Master Teacher II, the highest teacher category in the school. Most of the teachers have sufficient teaching experience, with 31% above 5 years experience, 24% above 9 years and 29.6% above 19 years. The percentage distribution of teachers as to their performance rating revealed that the group is homogenous, since 80% were rated Very Satisfactory, and only 20% Satisfactory. None revealed an Outstanding or Unsatisfactory rating. 2. The teachers' scores in the Emotional Intelligence Self-Evaluation showed that they have moderately developed emotional intelligence, with self-motivation as the most developed and coaching emotions as the least developed. 3. In the academic performance of students, Mathematics was found to be the students' waterloo and Values Education in the opposite. Students were found to have equal performance in their language subjects. 4. The obtained coefficients of regression analysis showed that emotional intelligence of teachers is not related with the students' academic performance. However, the study showed significant relationship between teaching experience and emotional awareness, age with management of emotions, and self-motivation also with age. 5. The obtained values of r when tested at .05 level of significance showed that the personal variables of teachers are not significantly related to their emotional intelligence. 6. The computed r value of .03 and tabular r value of .25 for emotional intelligence academic performance of students showed a negligible or almost no relationship of these two variables. CONCLUSION: In the light of the findings of the study, the following decisions were arrived at: 1. The null hypothesis that there is no significant relationship between the personal variables of teacher respondents with the academic performance of students is accepted. 2. The null hypothesis that the emotional intelligence of teachers is not related to their personal variables is accepted. 3. The null hypothesis that the emotional intelligence of teacher is not related to the students' academic performance is accepted. RECOMMENDATIONS: The following are the researcher's recommendations: 1. Administrators to look for scholarship grants for teachers an evaluation of the grading system and / or its proper implementation should be made. 2. Start conducting emotional intelligence tests to teachers as bases for in-service trainings to improve the organizational climate of the school. 3. Develop strategies to help slow learners in all subject areas especially in Mathematics. 4. Review the performance appraisal for teacher to determine whether the too truly measures their performance. 5. Encourage encounters/ activities to promote closer teacher-students relationship. 6. Conduct similar study in different settings and / or family background, environment, and student emotional intelligence as other variables. |
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| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |