ABSTRACT
The purpose of this study is to find out the impact of emotional intelligence of junior high school mathematics teachers in their classroom management efficiency. A descriptive correlation method was employed using questionnaires to gather the needed data. The collected data were statistically treated using mean, percentile and frequencies; the extent of correlation was tested using Pearson r.
The study revealed that most ages of the respondents are from 21-50 or 80.7 %, most were females which were 40 or 70.2% and 44 or 77.2% of its population are bachelor’s degree holders. The emotional intelligence of 53 or 93% of the population was high, however some of this respondents has to work on their self-regulation and social skills for it was the aspects with lowest mean score of 3.9. Thus 44 or 77.2% of the population have very satisfactory classroom management efficiency.
This study establishes that among the predictors of demographic profile only age hold statistically significant to the emotional intelligence of the respondents this was validated by a p-value of 0.039 and a correlation coefficient of 0.416. Whereas age and educational attainment implied no significant relation relationship to emotional intelligence this was confirmed the equal correlation coefficient of 0.024 and a p-value of 0.859, and thus as to the relationship between emotional intelligence and classroom management efficiency this study found out that the two variables has no significant bearing with each other which was confirmed by a p-value of .396 and a very weak correlation value of 0.115.
Keywords: Age, Gender, Educational Attainment, Self Awareness, Self Regulation, Motivation, Empathy, Social Skills, Classroom Management Efficiency, Emotional Intelligence
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