ABSTRACT
Emotional intelligence is an important competency in promoting harmonious workplace relationships, effective communication, and greater work productivity in educational organizations. This study, entitled “Key Skills on Understanding Emotional Intelligence for Smooth Relationship Among Peers in Margosatubig District: Keys to Greater Work Productivity,” examined the practice of emotional intelligence skills among school administrators and explored differences in the responses of school administrators and teachers. Specifically, it focused on self-management, self-awareness, social awareness, and relationship management. The study employed the descriptive-survey method and used a researcher-developed questionnaire-checklist as the principal instrument for data gathering. Purposive sampling, particularly judgment sampling, was identified as the sampling technique. The data were analyzed using weighted mean, ranking, and the t-test. The reported findings indicated that the four emotional intelligence skills were generally practiced by school administrators. Relationship management obtained the highest average mean of 3.51, followed by self-management at 3.50, social awareness at 3.48, and self-awareness at 3.46. The thesis also reported a computed t-value of 4.857, exceeding the stated critical value of 2.447 at the five-percent level of significance, leading to the rejection of the null hypothesis. These findings highlight the importance of developing emotional intelligence competencies to strengthen professional relationships, manage workplace challenges, and support productivity. The study recommends sustained professional development activities that reinforce emotional regulation, empathy, respectful communication, and collaborative workplace practices.
Keywords: Emotional intelligence, self-management, self-awareness, social awareness, relationship management, peer relationships, work productivity, school administrators, teachers, Margosatubig District
INTRODUCTION
Emotional intelligence plays an important role in establishing positive relationships and maintaining a productive work environment. In educational institutions, school administrators and teachers interact regularly while performing their professional responsibilities. Their ability to recognize and manage emotions, understand the feelings of colleagues, and respond appropriately to different situations can influence the quality of their workplace relationships. Technical knowledge and professional competence remain essential, but the ability to manage emotions and maintain respectful interactions also contributes to effective teamwork.
Schools are social organizations in which administrators, teachers, and other personnel work toward common educational goals. Their daily interactions involve decision-making, communication, collaboration, and the resolution of workplace concerns. Differences in personality, opinions, expectations, and communication styles may sometimes create misunderstandings. Emotional intelligence provides skills that can help individuals manage these differences constructively and maintain professional relationships.
Goleman (1995) described emotional intelligence in terms of competencies associated with recognizing and regulating emotions, understanding other people, and managing interpersonal relationships. These competencies are relevant to educational settings because teachers and administrators frequently encounter situations requiring patience, empathy, emotional control, and sound judgment. When these skills are practiced consistently, workplace interactions may become more respectful and productive.
Self-management is one of the essential dimensions of emotional intelligence. It involves regulating emotional reactions, controlling impulses, managing stress, maintaining composure, and adapting to changing circumstances. In schools, administrators and teachers may encounter demanding workloads, competing responsibilities, and disagreements with colleagues. The ability to respond calmly rather than react impulsively can help prevent unnecessary conflicts and support better professional decisions.
Self-awareness is equally important because it enables individuals to recognize their emotions, strengths, limitations, and behavioral patterns. Awareness of how personal reactions affect colleagues can help educators reflect on their conduct and identify areas for improvement. Teachers and administrators who accept constructive feedback and understand their own communication styles may become better equipped to manage workplace concerns and strengthen professional relationships.
Social awareness emphasizes empathy and sensitivity to the emotions, needs, and perspectives of other people. In a diverse educational environment, colleagues may have different experiences, beliefs, communication styles, and approaches to solving problems. Listening attentively and respecting these differences can promote understanding and reduce the likelihood of misunderstandings. Social awareness also encourages educators to consider how their decisions and actions affect others.
Relationship management brings emotional intelligence skills together through effective communication, cooperation, conflict resolution, and the maintenance of professional relationships. Positive relationships among colleagues can encourage the sharing of ideas, collective problem-solving, and mutual support. In contrast, unresolved conflicts and poor communication may weaken teamwork and affect the overall working environment. Developing relationship-management skills is therefore important for sustaining a cooperative school culture.
The significance of emotional intelligence extends to work productivity. Educators who manage their emotions and interact constructively with colleagues may be better positioned to complete assigned responsibilities, participate in collaborative activities, and contribute to school improvement. A harmonious workplace can also provide a supportive professional environment in which personnel feel respected and are more willing to share knowledge and assist one another. These conditions can help educational institutions pursue their organizational goals more effectively.
Within Margosatubig District in Zamboanga del Sur, school administrators and teachers perform responsibilities that require professional cooperation and effective interpersonal communication. The thesis identifies emotional intelligence as a relevant area for examination because workplace relationships may be affected by differences in emotional responses, communication practices, and professional expectations. Understanding how emotional intelligence skills are practiced can provide a basis for identifying strengths and areas that may need further development.
Hence, this study examined self-management, self-awareness, social awareness, and relationship management as key emotional intelligence skills among school administrators, with attention to the responses of teachers and administrators. It sought to determine which skills were most and least practiced and whether a significant difference existed between the two groups’ responses. The ultimate purpose was to provide a basis for strengthening harmonious peer relationships and promoting greater work productivity in Margosatubig District through improved emotional intelligence practices.
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