ABSTRACT
This study examined the integration of emotional intelligence and instructional supervision techniques to promote teacher growth and establish workplace harmony in Zamboanga City Division. Specifically, it investigated four dimensions of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. It also assessed four instructional supervision techniques: clinical supervision, collaborative supervision, cognitive coaching, and differentiated supervision. The study employed a descriptive research design and used a researcher-developed questionnaire-checklist to gather responses from school administrators and teachers. The collected data were analyzed using weighted means, a t-test, a z-test, and the product-moment coefficient of correlation. The findings indicated that emotional intelligence was almost always practiced by school administrators, with relationship management emerging as the most prevalent dimension, followed by self-awareness, social awareness, and self-management. Similarly, instructional supervision techniques were almost always practiced, with collaborative supervision ranking highest, followed by cognitive coaching, differentiated supervision, and clinical supervision. The responses of school administrators and teachers differed significantly regarding emotional intelligence, while no significant difference was found in their responses concerning instructional supervision techniques. The correlation coefficient of 0.02 indicated a slight, almost negligible relationship between emotional intelligence and instructional supervision techniques. The study emphasizes the importance of developing emotional intelligence and strengthening instructional supervision practices as complementary approaches to teacher growth, professional collaboration, mutual respect, and workplace harmony.
Keywords: emotional intelligence, instructional supervision, teacher growth, school administrators, workplace harmony, self-awareness, collaborative supervision
INTRODUCTION
Schools function not only as institutions for delivering instruction but also as professional workplaces where administrators and teachers collaborate to achieve shared educational goals. The quality of relationships within these institutions influences communication, teamwork, professional motivation, and instructional effectiveness. When misunderstandings, emotional tension, and a lack of trust occur, school personnel may experience difficulties in working together, potentially affecting their commitment to school improvement and learner development.
Emotional intelligence is an important competency in educational leadership because it enables individuals to recognize, understand, and regulate their emotions while responding appropriately to the feelings and needs of others. In school settings, administrators who demonstrate emotional intelligence can manage stressful situations, communicate constructively, and address interpersonal conflicts more effectively. These abilities are particularly important when school personnel face increasing instructional responsibilities, performance expectations, and organizational changes.
Four dimensions of emotional intelligence are particularly relevant to the present study: self-awareness, self-management, social awareness, and relationship management. Self-awareness enables administrators to recognize their emotions, strengths, and limitations. Self-management helps them regulate emotional responses and maintain professionalism under pressure. Social awareness promotes empathy and sensitivity to the concerns of colleagues, while relationship management supports communication, cooperation, conflict resolution, and the development of positive professional relationships.
Alongside emotional intelligence, instructional supervision plays a significant role in promoting teacher growth. Effective supervision goes beyond monitoring compliance and evaluating classroom performance. It provides opportunities for teachers to reflect on their instructional practices, identify areas for improvement, strengthen professional competencies, and develop strategies that respond to learners' needs. When supervision is supportive, systematic, and responsive to individual differences, it can contribute to a more collaborative and productive school environment.
The present study considers four instructional supervision techniques: clinical supervision, collaborative supervision, cognitive coaching, and differentiated supervision. Clinical supervision emphasizes classroom observation, constructive feedback, reflection, and follow-up planning. Collaborative supervision encourages shared decision-making and joint problem-solving between supervisors and teachers. Cognitive coaching promotes reflective thinking and improved instructional decision-making, while differentiated supervision adjusts supervisory approaches according to teachers' competencies, experiences, and professional development needs.
Integrating emotional intelligence with instructional supervision is important because effective supervision requires both technical competence and an understanding of human relationships. Administrators may possess sound supervisory knowledge, but their effectiveness can be limited when communication lacks empathy, feedback is delivered insensitively, or teachers' individual concerns are overlooked. Conversely, emotional intelligence can help supervisors establish trust, deliver constructive feedback, manage disagreements, and create conditions in which teachers feel supported in their professional development.
In Zamboanga City Division, strengthening unity and respect among school personnel is relevant to the continuing pursuit of improved educational performance. The dissertation recognizes that challenges in learner achievement, including low National Achievement Test mean percentage scores (NAT MPS), should also encourage schools to examine organizational and instructional factors. A supportive workplace can help educators concentrate on instructional improvement, exchange effective teaching practices, and address professional challenges through collective action.
Workplace harmony develops when trust, fairness, mutual respect, open communication, and shared responsibility are consistently demonstrated. These conditions encourage school personnel to participate in professional discussions, contribute ideas, resolve misunderstandings constructively, and work toward common institutional objectives. Emotional intelligence provides the interpersonal foundation for these relationships, while instructional supervision offers structured opportunities for professional learning and improvement.
Although emotional intelligence and instructional supervision are distinct areas of educational leadership, their combined application may provide complementary support for teacher growth. Understanding how administrators and teachers perceive these practices can help identify strengths, differences in perceptions, and areas that require further development. Such evidence can guide school leaders in designing appropriate professional development activities and improving the quality of supervisory interactions.
Therefore, this study examined the integration of emotional intelligence and instructional supervision techniques to promote teacher growth in Zamboanga City Division. Specifically, it assessed self-awareness, self-management, social awareness, and relationship management, together with clinical supervision, collaborative supervision, cognitive coaching, and differentiated supervision. It also examined differences between the responses of school administrators and teachers and the relationship between the two major sets of variables. Ultimately, the study sought to provide a foundation for workplace harmony through leadership practices that strengthen professional relationships, encourage teacher development, and support continuous school improvement.
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