ABSTRACT
This study examined the fostering of emotional intelligence among teachers to improve classroom management in Mabuhay District and its relevance to work efficiency. Specifically, it assessed five dimensions of emotional intelligence: self-awareness, self-regulation, emotional vocabulary, active listening, and empathy. The study employed the descriptive survey method, using a questionnaire-checklist to gather data from 19 school administrators and 162 teachers in Mabuhay District during the second semester of School Year 2025–2026 through midyear 2026. The data were analyzed using weighted mean, ranking, and the t-test. Findings revealed that all five dimensions of emotional intelligence were always practiced by teachers. Active listening obtained the highest average mean of 3.63, followed by self-regulation at 3.62, self-awareness at 3.60, empathy at 3.58, and emotional vocabulary at 3.57. The t-test yielded a computed value of 10.045, exceeding the critical value of 2.306 at the 5% level of significance, resulting in the rejection of the null hypothesis. The findings indicate that school administrators and teachers differed significantly in their assessments of the emotional intelligence practices. The study recommends strengthening emotional intelligence through continuous professional development, reflective practices, emotional regulation, effective communication, and empathy to support classroom management and teachers’ work efficiency.
Keywords: emotional intelligence, classroom management, work efficiency, self-awareness, self-regulation, emotional vocabulary, active listening, empathy, teachers, Mabuhay District
INTRODUCTION
Emotional intelligence is an important professional competency that enables teachers to understand and manage their emotions while recognizing and responding appropriately to the emotions of others. In the teaching profession, educators encounter diverse learner personalities, behavioral concerns, academic difficulties, and emotional needs. These situations require patience, empathy, self-control, effective communication, and sound judgment to maintain a positive and productive learning environment.
Classroom management involves more than establishing classroom rules and maintaining discipline. It includes developing positive teacher–learner relationships, encouraging participation, resolving conflicts, and creating an environment conducive to learning. Teachers who manage their emotions effectively are better positioned to respond calmly to disruptive behavior, address learner concerns, and maintain respectful interactions. Goleman (1995) emphasized the importance of emotional intelligence in personal and professional effectiveness, while Brackett et al. (2010) examined its relationship with emotion regulation, burnout, and job satisfaction among teachers.
Emotional intelligence is also relevant to teachers’ work efficiency. Educators are expected to perform various responsibilities, including lesson planning, instruction, assessment, administrative work, communication with parents, and participation in school activities. The ability to regulate emotions, listen actively, understand different perspectives, and communicate clearly can help teachers manage these responsibilities more effectively.
In Mabuhay District, teachers face continuing educational demands, including diverse learner needs, curriculum changes, classroom behavior concerns, and administrative responsibilities. These challenges highlight the importance of developing emotional competencies that support effective teaching and professional performance. Although emotional intelligence is widely recognized as an important component of effective teaching, its specific application to classroom management and work efficiency in the local setting warrants examination.
Thus, this study investigated the extent to which five emotional intelligence practices—encouraging self-awareness, teaching self-regulation, expanding emotional vocabulary, promoting active listening, and encouraging empathy—were practiced by teachers in Mabuhay District. It also compared the responses of school administrators and teachers to determine whether a significant difference existed between their assessments.
The findings are intended to provide a basis for professional development initiatives, school-level interventions, and practices that strengthen teachers’ emotional intelligence, improve classroom management, and support work efficiency.
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