Chapter I

INTRODUCTION

‘’Education is a tool for economic development”. It is not just considered

merely as a form of consumption but is regarded as an important process in every

society. (Mercinah and Nirmal 2016).

If we define education in a nutshell, it is a constructive character change in a

human being. It is commonly recognized that the economic value of education or its

return move then the amount of money invested in it. It is an accepted fact that the

quality of the nation depends upon the quality of education acquired by its citizens,

which turned depends upon the quality of its teachers.

Furthermore, quality teachers are dependent upon excellent teachers’

education and professional development. (Guskey 2000) pointed out that effective

teachers’ education is the key to teacher’s ability to face educational change and

handle various educational issues inside and outside the classrooms. Doyle as cited

by Jie Qi (2012) recognizes the importance of professional development as one of

the most effective means to enhance teachers’ professional skills and attitudes,

create better schools and ultimately improve their teaching-learning process as well

as student outcomes.

However, teachers nowadays are affected and are triggered by a lot of social

issues around them. These are teacher and family Issues, Teacher and co-workers

relationship Issues and the like. And thus handling this is not mainly dependent on

their maturity, but more so of their emotional intelligence.

Emotional intelligence is the core and important factor for life success, and

psychology also play a role interaction in the relation between the managers and

their employees in the organization. Psilopanagioti and Niakas, (2012) stated that
 2

emotional intelligence is very important for organization service sector outcome.Tthey

further emphasized that individuals should compete but should be in control of their

emotions under pressure and stress and through constraints (Psilopanagioti et al,

2012) find these contributing good understandings of emotional parameters that

affect the process of work in are increasing in the service and its quality. In a study

conducted by Day and Carroll (2004), experience was positively correlated with three

of the four emotional intelligence scales, as measured by the Mayer-Salovey-Caruso

Emotional Intelligence Test. Van Rooy, Alonso, and Viswesvaran (2005) examined

the relationship between emotional intelligence and age using the 33-item Emotional

Intelligence Scale. There was a significant positive correlation between emotional

intelligence and age. Despite these findings, there is a limited amount of research

that has examined the relationship between emotional intelligence and work

experience. Intuitively, one might assume that emotional intelligence will increase as

work experience increases. However, empirical research is needed to test this

hypothesis.

On the basis of the above mentioned findings the researcher tried to find out

if there was a significant relationship between the Emotional Intelligence and the

Classroom Management Competence of Junior High School Mathematics Teachers

in The Southern Part of the Division of Eastern Samar

Statement of the Problem

This study aims to determine relationship between the Emotional Intelligence

and the classroom management efficiency of Junior High School Math teachers in

the Southern part of the Division of Eastern Samar.

Specifically this sought to answer the following questions:

1. What is the demographic profile of the junior high school mathematics

teachers in the southern part of the division of Eastern Samar in terms of:
 3

a. Age

b. Gender

c. Educational attainment?

2. What is the level of the emotional intelligence of junior High School

Mathematics Teachers in the Southern part of the Division of Eastern Samar

in terms of:

a. Self-awareness

b. Self-Regulation

c. Motivation

e. Empathy

d. Social Skills?

3. What is the level of Classroom Management efficiency of the Junior High

School Math Teachers in the Southern Part of thy Division of Eastern Samar?

4. Is there a significant relationship between the demographic profile in terms of

age, gender and educational attainment and the level of emotional

intelligence of junior high school mathematics teachers in the Southern part of

the division of Eastern Samar?

5. Is there a significant relationship between the Emotional Intelligence and the

Classroom Management Efficiency of Junior High School Mathematics

Teachers in the Southern Part of Division Eastern Samar?

Significance of the Study

The outcome of this study hopefully contributed and added knowledge to the

following individuals.

To the Teachers. One major responsibility is dealing with students and other

stakeholders at school, that they may be able to understand the feeling of others for

them to be able to craft the best design that would cater differences.
 4

To the Researchers. Outcome of this study is a great help to future

researcher. In such a way that findings may serve as an additional reference to their

future studies.

To the Principals and School Heads. That they should provide In-School

programs that would boost the emotional intelligence of their teachers in school.

To the Schools Division Superintendent. As the division head, that they

may formulate trainings focusing on variety of recent classroom management

practices and improving teachers emotional social intelligence.

Scope and Delimitation of the Study

This study dealt on the relationship between the emotional intelligence and

the classroom management efficiency of junior high school mathematics teachers in

the southern part of Eastern Samar.

This study was limited to Secondary School Teachers Teaching junior High

Schools with permanent teaching position of the calendar year 2017.

The emotional Intelligence was measured and categorized whether very low,

low, average, high and very high emotional intelligence, based on the questionnaire

provided for the respondents to answer, and the Classroom Management efficiency

will be measured using the appropriate statistical tool.

The method that was be used in this study was descriptive correlational

survey wherein questionnaires was utilized and distributed in order to collect data

from the respondents.

 5

Definition of Terms

The following terms are defined conceptually and operationally for clear and

easy understanding of this study.

Age. Refers to the period of time where someone has existed (Geddes and

Grosset, 2010). In this study this refers to numerical count on the days of existence

of my respondents from the year he/she was born up to the present year.

Classroom Management. This refers to the wide variety of skills and

techniques that teachers used to keep students organized, orderly, focused, attentive

on task, and academically productive during class (ed. Glossary.org, 2017). In this

study, this will refer to the techniques and strategies the respondents employ in his or

her teaching and learning activity.

Educational Attainment. This refers to the highest educational endeavour

that the respondents of this study have acquired.

Emotional Intelligence. This refers to the key of understanding human

behaviour. It is being able to monitor and manage our own feelings and the feelings

of others as well, and emotions to discriminate among them, and to use this as guide

to our thinking and action. (Labutap et al. 2010). In this study this will be one of our

predictors which will be determined from our respondents.

Empathy. This refers to putting oneself in ones shoes (www.mindtools.com).

In this study this is one of the aspects of emotional intelligence which may affect the

independent variable of this study.

Gender. This state of being male or a female (Geddes and Grosset). In this

study this will refers to the biological identity of our the respondents.
 6

Motivation. This refers to the mental function that produces, sustains and

regulates behavior in humans and animals. (Geddes and Grosset). An aspect of

emotional intelligence which may have an effect on the classroom management

efficiency.

Self-Awareness. This is knowing how you feel, and you know how your

emotions and your actions can affect the people around you (www.mindtools.com).

Self-Regulation. This refers to staying oneself in control.

(www.mindtools.com)

Social Skills. This refers to how oneself manage skills and resolve conflicts

diplomatically. (www.mindtools.com)
 7

Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

The content of this chapter provide the review of related literature and studies

which is very useful in the acquisition of insights on emotional intelligence and its

relationship to the Classroom Management Efficiency of Secondary School Teachers

in the Southern Part of the Division of Eastern Samar.

Related Literature

Emotional Intelligence. Caruso and Salovey 2004, in their article wrote that

emotional intelligence is a set of abilities that includes the abilities to perceive

emotions in the self and in others, use emotions to facilitate performance, understand

emotions and emotional knowledge, and regulate emotion in the self and in others.

Thus (George, 2018) said that emotional intelligence essentially describes the ability

to effectively join emotions and reasoning, using emotions to facilitate reasoning and

reasoning intelligently about emotions. In other words, emotional intelligence taps

into the extent to which people’s cognitive capabilities are informed by emotions and

the extent to which emotions are cognitively managed. Additionally, it should be

pointed out that emotional intelligence is distinct from predispositions to experience

certain kinds of emotions captured by the personality traits of positive and negative

affectivity. There are at least four major aspects of emotional intelligence: the

appraisal and expression of emotion, the use of emotion to enhance cognitive

processes and decision making, knowledge about emotions, and management of

emotions.

Kelly (2011) in his article emphasized the used of emotional intelligence in the

classroom as: Creating an environment for respect, an avenue wherein both students
 8

and teachers respect one another; Being honest and own up on your mistakes,

Validating students, which requires accepting students ideas rather than rejecting;

and, Managing emotions while taking responsibility of the same.

Emotion and intelligence. Bar-on (2006) on his article about EQ-I developed

a theoretical basis that would asses various aspects of emotions and intelligence and

examine its conceptualization. According to his model, emotional-social intelligence

is a cross-section of interrelated, these are: emotional and social competencies, skill

and , to be emotionally, facilitators that determine how effectively we understand and

express ourselves and relate with them, and cope with daily demands. Consistent

with this model to be emotionally and socially intelligent is to be effectively

understood and express oneself, to understand and relate well with others, and to

successfully cope with daily demands, challenges and pressures. This is based, first

and foremost, on one’s intrapersonal ability to be aware of oneself (self-awareness),

to understand one’s strength and weaknesses and to express one’s feelings and

thoughts non-destructively (self-regulation). Being emotionally intelligence

encompasses the ability to be aware of others emotions, feelings and needs

(empathy), and to establish and maintain cooperative, constructive and mutually

satisfying relationship (social skill).

Levels of Emotional Intelligence .Cherry (2017) wrote that people with low

emotional intelligence are the people who easily get lost of arguments, they do not

understand on how other feels, thinks that other people are overly sensitive, refuses

to listen to others point of views, blame others for mistakes, they have the inability to

cope with emotionally changing situations, they have sudden emotional outburst,

they have difficulty in maintaining friendship, and lacks empathy. Furthermore she

also said that People with low emotional intelligence have little insight into how their

own emotions might lead to problems. When things go wrong, their first instinct is to

blame others. They often blame characteristics of the situation or the behaviors of

other people for their actions. They might suggest that they had no other choice for
 9

what they did and that other people do simply not understand their situation. This

tendency to not take responsibility often leaves them feeling bitter and victimized.

Moreover Labutap et al (2010) said that people with average emotional

intelligence are usually able to recognize and understand their feelings and to

express them in an appropriate manner, they are pretty good communicators they

are fairly in-tune of themselves and those around them, they accept challenges, they

can stay motivated and focused in face of setbacks, they are able to set goals for

themselves and often achieve them and they are positive and optimistic about

themselves, others around them and their future.

Bradberry (2017), on his book Emotional Intelligence 2.0 mentioned that

people with high EQs master their emotions because they understand them, and they

use an extensive vocabulary of feelings to do so. While many people might describe

themselves as simply feeling “bad,” emotionally intelligent people can pinpoint

whether they feel “irritable,” “frustrated,” “downtrodden,” or “anxious.” The more

specific your word choice, the better insight you have into exactly how you are

feeling, what caused it, and what you should do about it.

Whereas, Goleman (2006) said that people with very high emotional

intelligence are the people who are said to the change agents, self-aware,

empathetic, not perfectionist, balanced, curious and gracious.

Aspects of Emotional Intelligence Chirness (2000) sited goleman’s five

aspects of people with healthy emotional intelligence as Self-awareness which is the

ability to recognise what you are feeling, to understand your habitual emotional

responses to events and to recognise how your emotions affect your behaviour and

performance. When you are self-aware, you see yourself as others see you, and

have a good sense of your own abilities and current limitations. Self-Regulation the

ability to stay focused and think clearly even when experiencing powerful emotions.

Being able to manage your own emotional state is essential for taking responsibility

for your actions, and can save you from hasty decisions that you later regret.
 10

Motivation which is the ability to use your deepest emotions to move and guide you

towards your goals. This ability enables you to take the initiative and to persevere in

the face of obstacles and setbacks. Empathy as the ability to sense, understand and

respond to what other people are feeling. Self-awareness is essential to having

empathy with others. If you are not aware of your own emotions, you will not be able

to read the emotions of others. And social Skill as the ability to manage, influence

and inspire emotions in others. Being able to handle emotions in relationships and

being able to influence and inspire others are essential foundation skills for

successful teamwork and leadership.

Furthermore (Labutap et. Al 2010), sited that people with low emotional

intelligence have very difficult of recognizing and understanding their feelings, they

find it hard to communicate with other people, they are not really in tune with

themselves and those around them, they do not like challenges, they have trouble

staying motivated and focused in the face of setbacks, they are not able to set

achievable goals for themselves and often give-up trying in the process, they are

pessimistic about themselves and the future.

However, people with below average emotional quotient have trouble in

recognizing and understanding their feelings, they have also trouble in

communicating with other people, they struggle with getting in tune with themselves

and those around them, they do not like challenges or commitment and are afraid of

change, they have difficult time in staying motivated and focused when they have set

attainable goals for themselves and they are fairly pessimistic and about themselves

and their future.

Additionally, people with moderate emotional quotient are usually able to

recognize and understand their feelings and to express them in an appropriate

manner, they are pretty good communicators, they are fairly in tune of themselves

and those around them, they accept challenges, they can stay motivated and

focused in the face of setbacks, they are able to set goals for themselves and often
 11

achieve them and they are positive and optimistic about themselves, others and

around them, and their future.

Classroom Management Koener(2015) in his literature review sited that as

teachers we have the right and duty to produce an environment that is conducive to

learning. We must proactively reflection our methods, with the aid of our experienced

peers to learn the best practices. We must maintain positive attitudes towards

situations that might be otherwise be obstacles. Panombo and Sanocre (2007) state

that “ No precision or cure-all exists that will guarantee success in the classroom.

However through mentoring early training, knowledge of both your right as a teacher

and the rights of your students, and a positive reflective outlook, a beginning teacher

may be able to subtract some of the initial frustration and difficulty of their early

years.

Furthermore, Palombo and Sanocore (2007) found out that classroom

management practices are far more about maximizing efficiency than about the use

of disciplinary procedures. While we have the duty to maintain order in a classroom,

we must use our best judgement to prevent misbehaviour, through planning and

reflection. Furthermore, if we must discipline a student we should do so in a manner

that improves the student’s character, and brings about order rather than further

disruption. We must do so based on the individualized needs and legal requirements

of our students.

In addition describes classroom management as a process of rule setting and

thus must appears to inform students of new expectations; by setting rules, a teacher

communicates his or her awareness of what can happen in a classroom and

demonstrate a degree of commitment to work. Students are thus able to acquire

valuable information early in the year about teachers approach and expectations for

behaviour. The more explicit the rules and the more clearly they are communicated,

the more likely the teacher will about to maintain order and not tolerate inappropriate
 12

and disruptive behaviour. But simply stating the rules is not enough. A teacher must

also demonstrate willingness and an ability to act when rules are broken.

Related Studies

Age and Emotional Intelligence. the study of Faresilli et, al. (2008) shows

that older people are slightly more likely to be higher in emotional intelligence.

The finding suggests emotional intelligence is a developing ability; it is likely that

accumulated life experiences contribute to EQ. It further shows that the experience

isn’t a predictive factor to explain this area. This suggests the competencies in this

part of the model (Navigate Emotions, Exercise Optimism, Engage Intrinsic

Motivation and Apply Consequential Thinking) need specific training. In other

words, it is less likely that these will “automatically” develop through life

experience.

However in the study of Shipley (2014) form the age range of their samples of

19-29, it was revealed that age was not positively correlated with emotional

intelligence. The result shows that emotional intelligence has nothing to do with the

age level of an individual.

Gender and Emotional Intelligenc Sumiya (2009) conducted a study on

emotional intelligence and Gender differences and it was revealed on this study that

there is a significant relationship between emotional intelligence among male

and female. And based on the hypothesis males has higher emotional intelligence

than females.

Moreover on the study of Petrides (2004), it was also revealed that men has

higher Emotional Intelligence than women wherein he concluded that though women

are more socially oriented men can better perceive and cope up with social

pressures.

Emotional Intelligence and Classroom Management in the study of Dr,

Turkay et al (2013), the results revealed that Emotional Intelligence is a positive

 13

predictor of teacher centred classroom management with weak predictive power.

There is a low level positive, and significant relationship between primary school

teachers’ emotional intelligence teacher-centred classroom management approach.

Yahyazadeh-Jeloudar et al. (2011) have studied the relationship

between secondary school teachers’ EI and their classroom discipline

strategies. The results showed that there was a significant relationship

between teachers’ EI and their classroom discipline strategies. Tunca (2010)

too aimed at determining the effect of primary school teachers’ EI levels on

their classroom management skills. According to the results of the study,

primary school teachers’ general EI levels were at an average level, while

their classroom management skills were at a rather high level. The study also

concluded that primary school teachers’ EI levels affected their classroom

management skills Özmen (2009) too determined the relationship between

the teachers’ EI levels and their perception of students’ undesired behavior and

their methods to cope with these.

The aim of this study is to examine if there is a significant relationship

between primary school teachers’ EI levels and their classroom management

approaches (teacher-centered classroom management, student-centered

classroom management), and if EI significantly predicts classroom

management approaches. The results revealed that EI is a positive

predictor of teacher-centered classroom management with weak predictive

power. There is a low-level, positive, and significant relationship between

primary school teachers’ EI levels and teacher-centered classroom education

approach. A teacher-centered educator is likely to be highly controlling,

employing punitive sanctions, moralistic perceptions, highly impersonal

relationships with students, attitudes of general mistrust, and a major focus on the

maintenance of order
 14

In 2012, Lenka Dr. and Kant Ravi studied EI’s of Secondary School Teachers

in relation to their professional Development. In their 120 samples the result revealed

that there is a significant positive relationship between emotional intelligence and

professional development of secondary school teachers.

However in the study of Tamayo (2017) With regard to the relationship of

EI and classroom management of STE science teachers it was found out that

there is no significant relationship between the two variables. This implicates

that even if EI is increasing, the preference of classroom management does

not change. This means that even if a teacher has low EI, there is still a

chance that he will prefer student-centered approach meanwhile, it may be the same

with a teacher who has an average or high EI, and he may still choose a teacher-

centered approach.

Furthermore in the study of Mafuzah (2015) highlighting five aspects of

emotional intelligence as Self-awareness, Self-regulation, Self-motivation, sympathy

and social skills and its relationship to job performance, the five hypothesis set for

these five aspects were accepted. Thus, it appears that emotional intelligence has

greater impact on teachers’ job performance.

The gathered literatures and studies incorporated herein deals on the

relationship of Emotional Intelligence and Classroom Management of teachers,

though the different studies reviewed might vary from the result that this study may

yield. These could still be very useful to the researcher in providing them a thorough

understanding and sufficient insights on several aspects pertaining to this study, and

more importantly a sense of direction on the conceptualization of this study.

 15

Theoretical Framework of the Study

Teachers being the front liners in the execution of their blue print aligned with

the curriculum faced several issues along with the students, the administration and

the parents. And so this study was guided by theory of emotional intelligence by

Goleman (Du Lugrosa, 2004), which holds that the key understanding of human

behaviour is understanding of feelings, it is divided into five components as: self-

awareness, management of emotions or self-regulation, motivation, empathy and

social skills. This theory would help all teachers not only on how to deal with these

issues but more importantly in coping with situations that may cause them stress and

depression.

On the other hand the Theory of Hierarchic intelligence by Stenberg asserted

that intelligence has cognitive component which a person use in reasoning and

solving some kinds of problem.(Labutap, et al 2010). It enables them to justify the

reason of their behaviour.

Additionally, Labutap et (2010). Al. sited skinner’s theory of operant

conditioning which states that learning process is the basis for understanding

emotional and attitudinal response. It indicates that the organism operates on the

environment to generate and reach some rewards.

Therefore this study was conducted to find out if there was really an

impact on a teacher’s emotional intelligence on her/his classroom management

efficiency.

Conceptual Framework of the Study

Figure 1, was the schematic diagram of the conceptual framework of the

study. It was composed of independent variable and dependent variable. The

 16

teachers’ profile (age, gender, and educational attainment) and the emotional

intelligence was the independent while the while the classroom management

efficiency was the dependent variable.

A. Teachers Demographic
Profile
a.1. Age
a.2. Gender
a.3. Educational
Attainment Classroom Management
B. Emotional Intelligence Efficiency
b.1. Self Awareness
b.2. Self Regulation
b.3. Motivation
b.4. Empathy
b.5. Social Skills

Figure 1 is the Schematic Diagram Depicting the Conceptual Framework of the

study.
 17

Research Hypothesis

This study tested the following hypothesis:

1. There is a significant relationship between the demographic profile of junior

high school mathematics teachers in the southern part of the division of

Eastern Samar in terms of, age, gender, and educational attainment to its

emotional intelligence.

2. There is a significant relationship between the Emotional Intelligence and the

Classroom Management Efficiency among Junior High School Mathematics

Teachers in the Southern Part of the division of Eastern Samar.

 18

Chapter III

METHODOLOGY

This chapter presented and discussed the research design, research locale,

and respondents of the study, determination of sample size, sampling procedure,

instrument validation, measurement of variables and data analysis of the study.

Research Design

The researcher used the descriptive correlational research method.

Descriptive in the since that it is used to describe the emotional intelligence and the

Classroom Management Efficiency Selected Secondary Mathematics School

Teachers. Likewise it is correlational because this study determines the relationship

between emotional intelligence and the Classroom Management Efficiency of

Secondary School Mathematics Teachers in the Southern Part of the Division of

Eastern Samar.

Research Locale

This study was conducted on the selected secondary schools of the Southern

part of the Division of Eastern Samar during the School Year 2017-2018.

Respondents of the Study

The respondents of the study were Junior High School Mathematics Teachers

in the Southern part of the Division of Eastern Samar whom were employed as

regular permanent during the Calendar Year 2017.

A complete enumeration of the population was employed in this study.

Therefore there were 57 respondents of this study. Below are the Selected Schools

in the different Municipalities of the southern part of Eastern Samar.

 19

Table 1 Distribution of Respondents per Municipality

Municipality Name of School Number of Math Teachers
Balangkayan Balangkayan National High School 4

Balangiga Southern Samar Comprehensive 4

National High School

Gen. Mac Arthur General Mac. Arthur National 6

Agricultural School

Giporlos Giporlos Trade School 3

Guiuan Guiuan National High School 7

Hernani Pedro Candido National Memorial 5

High School

Lawa-an Lawa-an School of Craftsmanship 3

and Home Industries

Llorente Llorente National Hgh School 9

Maydolong Maydolong National High School 3

Mercedes Mercedes National High School 4

Quinapondan Quinapondan National High School 5

Salcedo Salcedo National High School 4

Total 57

Instrumentation

This study used a standardized questionnaire divided into three parts, Part I

focused on the demographic profile of the respondents, Part II assessed the

Emotional Intelligence Inventory adopted and modified from the study of Bar-on

(1997). The assessment tool was composed of 30 statements five per aspect.

Wherein the respondents will assess themselves whether they strongly agree as the

highest and strongly disagree as the lowest from the statements provided. Part III
 20

emphasizes on the assessment of classroom Management efficiency this was

adopted and modified from the school based classroom management observation

guide of the division which was rated by the teacher itself.

Instrument Validation

Prior to the actual conduct of the study, the researcher conducted a dry run of

questionnaire. This was distributed to 30 elementary school teachers who are non-

respondents of the study, in order to determine if there was still a need to revise the

questionnaires. The instrument was pre-tested last February 2018. This procedure

helped the researcher to determine if there was still a need for revision of the

evaluation tools.

Data Gathering Procedure

Before the administering of the questionnaires, the researcher sought

permission from the Schools Division Superintendent and from the principals of the

selected schools in the southern part of the Division of Eastern Samar. This was

conducted during the school year 2017-2018.

The instrument was administered personally by the researcher to the

respondents to ensure 100% retrieval and explain unto them on some items which

may not be understood.

Measurement of Variables

The following variables were used in this study and are measured for better

understanding.

To measure the emotional Intelligence of the respondents the following

Measuring scale will be utilized

 21

Code Range Description

1 1.00-1.80 Very Low EI

2 1.81-2.60 Low EI

3 2.61-3.40 Average EI

4 3.41-4.20 High IE

5 4.21-5.0 Very High EI

In measuring teacher’s Classroom Management Efficiency the researcher

uses the following scales

Code Range Description

1 1.00-1.80 Poor

2 1.81-2.60 Unsatisfactory

3 2.61-3.40 Satisfactory

4 3.41-4.20 Very Satisfactory

5 4.21-5.0 Outstanding

Analysis of Data

The data that was obtained from the survey questionnaire was consolidated,

organized and was tabulated in the distribution table. Frequency counts, percentage,

and mean were used in the treatment of data on the demographic profile, Emotional

Intelligence and Classroom Management Efficiency: The variables of this study.

 22

To determine the relationship between emotional intelligence and classroom

management efficiency Pearson’s product correlation coefficient was used. The data

was processed using Statistical Package for Social Sciences (SPSS).

The null hypotheses of this study were tested at 0.05 level of significance.
 23

Chapter IV

RESULTS AND DISCUSSION

This chapter presents the findings as well as the tables and the

corresponding graphical representations on the study of Emotional Intelligence and

its Influence on the Classroom Management Efficiency of Junior High School

Mathematics Teachers in the Southern Part of Eastern Samar

Age of Junior High School Math Teachers

Table 2 presents the data on the age of the respondents of this study. It can

be seen from the table that 17 or 29. 8% of the total population ages 41-50, 16 or

28.1 % ages 31-40, 13 or 22.8 % has ages 21-30, 8 or 14 % are on the ages of 51-

60 and 3 or 5.3 % are aging 61 and above. These data further shows that most of the

teachers handling Mathematics in the junior high school are between the ages 21-50

which is 80.7% of the total population, and thus only 19.3% of the population ages 51

and above.

Table 2: Age of the Respondents

Age Frequency Percentage

21-30 13 22.8

31-40 16 28.1

41-50 17 29.8

51-60 8 14

61 and above 3 5.3

Total 57 100
 24

Gender of Junior High School Math Teachers

Table 3 shows the gender of the teachers handling mathematics in the Junior

High School of the Division of Eastern Samar. It can be gleaned that out of 57

teachers only 17 or 29.8 % are males and 40 or 70.2 % are females.

Table 3: Gender of the Respondents

Gender Frequency Percentage

Male 17 29.8

Female 40 70.2

Total 57 100

Educational Attainment

Table 4 reflects the educational attainment of junior high school mathematics

teachers, it can be seen from the table that 44 or 77.2% of the total population are

baccalaureate degrees, 12 or 21.1 % are Master’s degree and 1 which is 1.7 % is a

doctorate degree holder.

Table 4: Educational Attainment of the Respondents

Educational Attainment Frequency Percentage

Bachelor’s Degree 44 77.2

Master’s Degree 12 21.1

Doctorate degree 1 1.7

Total 57 100

Profile of the respondents Emotional Intelligence

Table 5 reflects the mean scores of the Emotional Intelligence of the

respondents. It can be seen that from the 30 statements, numbers 14 under

 25

motivation which is “I usually able to prioritize important work and get on with it.” and

29 under Social Skill which says “ I am good with adapting and mixing with a variety

of people” has the lowest means of 3.3 which corresponding interpretation is Average

Emotional Intelligence, this indicates that these questions are the least agreed

statements of the respondents of this study, whereas statement number 6 “

Awareness of my emotions is very important to me at all times” under self-awareness

and statement number 15 which says “ I can always motivate myself when I feel low”

yield the highest Means of 4.6 which equivalent Interpretation Is very High Emotional

Intelligence. These shows that these statements are the most agreed lines. It can

likewise be seen from the table that out of the five aspects of emotional intelligence,

which are Self-awareness, self-regulation, motivation, empathy and social skills. Self-

Regulation and Social Skills have the lowest total means of 3.9, which is interpreted

as High Emotional Intelligence. Empathy Has the Highest Total MPS of 4.2 with an

interpretation of high emotional intelligence.

Table 5: Profile of the Respondent’s Emotional Intelligence

Statements Mean Interpre

tation
Self-Awareness
1. I realize immediately when I lose my temper. 4.2 High EI
2. I know when I am happy. 4.4 High EI
3. I usually recognized when I am stressed. 3.7 High EI
4. When I am being emotional I am aware of this. 3.6 High EI
5. When I feel anxious, I usually account for the reasons. 4.1 High EI
6. Awareness of my emotions is very important to me at all times. 4.6 V.H. EI
Total Mean 4.1 High EI
Self-Regulation
7. I can reframe bad situations quickly. 3.4 Ave. EI
8. Others can rarely tell what kind of mood I am in. 4.2 High EI
9. I rarely “fly off the handle” of other people. 3.5 High EI
10. I rarely worry about work or life in general. 4.4 V.H EI
11. I do not let stressful situations/people affect me once I have left work. 4.3 VH EI
12. I can supress my emotions when I need to. 3.4 Ave. EI
Total Mean 3.9 High EI
Motivation
13. I believe in “Actions this day”. 3.6 High EI
14. I usually able to prioritize important work and get on with them. 3.3 Ave. EI
15. I can always motivate myself when I feel low. 4.6 VH EI
16. I always meet deadlines 4.4 VH EI
17. I never waste time. 4.2 High EI
18. Motivation has been the key to my success 4.1 High EI
Total Mean 4.1 High EI
Empathy
 26

19. Reasons for disagreement are always clear to me. 4.3 VH EI

20. I can sometimes see things from others points of view. 4.0 High EI
21. I can understand why my actions offend others. 4.5 VH EI
22. I can understand if I am being unreasonable. 3.9 High EI
23. Other individuals are not difficult just different. 4.0 High EI
24. I am a good listener. 4.5 VH EI
Total Mean 4.2 High EI
Social Skill
25. I am good with reconciling differences with other people 3.7 High EI
26. I see working with different people as simply a challenge to win over them. 3.8 High EI
27. I like to ask questions to find out what is important to people. 4.2 High EI
28. People are the most interesting thing for me. 4.1 High EI
29. I am good at adapting and mixing with a variety of people. 3.3 Ave. EI
30. I can tell if a team of people are not getting along with each other. 4.3 VH EI
Total Mean 3.9 High EI

Level of Emotional Intelligence of Junior High School Mathematics Teachers

Table 6 reflects the level of emotional intelligence of junior high school

math teachers in the Southern part of Eastern Samar on the basis of the

consolidated responses. It can be perceived from the table that out 57 respondents

53 or 93% have high emotional intelligence. Bradberry (2017), on his book Emotional

Intelligence 2.0 mentioned that people with high EQs master their emotions because

they understand them, and they use an extensive vocabulary of feelings to do so.

While many people might describe themselves as simply feeling “bad,” emotionally

intelligent people can pinpoint whether they feel “irritable,” “frustrated,”

“downtrodden,” or “anxious.” The more specific your word choice, the better insight

you have into exactly how you are feeling, what caused it, and what you should do

about it. While 4 or 7% have very high Emotional Intelligence, these shows that these

groups of teachers are change agents, self-aware, empathetic, not-perfectionist,

balanced, curious and gracious Goleman (2006). None of the 57 respondents has

very low, low and average emotional intelligence.

 27

Table 6: Emotional Intelligence levels among Junior High School Math Teachers
Interpretations Frequency Percentage

High 53 93

Very High 4 7

Total 57 100

Profile Classroom Management Efficiency of Junior High School Mathematics

Teachers

Table 7, shows the mean scores of the respondents classroom management

efficiency. It is reflected in the table that from the given statements, number 21 “ I

efficiently incorporate and employ ICT in my classroom discussion” obtained the

lowest mean score of 3.0 with equivalent interpretation of satisfactory only. While

statement number 24 “Applies the established teaching-learning strategy with the

certain amount of flexibility for a better class dynamics.” Has the highest mean score

of 4.7 which is interpreted as outstanding.

Table 7: Profile of the Classroom Management Efficiency of Junior High School Math
Teachers
Statements Mean Interpretations
1 .Presents the minimum content of his/her subject matter, tailored to the 3.7 VS
students’ knowledge
2. I am easily accessible (tutorials, e-mails, etc.) 4.2 VS
3. I allow the student to organize and distribute part of the assignments to 3.9 VS
be performed in the subject I handle.
4.I provides clear information about objectives, bibliography, tutorials, 4.0 VS
contents, and assessment methods in the subject's curriculum
5. I inform the students of the competencies they will be expected to 4.2 VS
acquire.
6.I provides my students with scientific information that allows them to gain 4.2 VS
a better and deeper understanding of the subject matter
7. I present the contents of my lesson following a clear and logical 4.0 VS
framework, highlighting the important aspects.
8. I allows and encourages student participation 4.6 O
9. For me it is important to promote individual work 4.5 O
10. I promote teamwork in my class. 4.6 O
11. I always relate the teachings to the professional environment. 4.2 VS
12. I provide initial and final overviews of the session and/or subject in 4.5 O
class.
13 Encourages student interest and the motivation to learn. 4.5 O
14. Fosters research and a critical spirit in students. 4.5 O
15. Facilitates student-student and student teacher interaction. 4.1 VS
16. Attends and responds clearly to questions asked in the class. 4.5 O
 28

17. I adequately attend to the tutorial requested of me. 4.0 VS

18. Maintains an objective and respectful position with the students. 4.5 O
19. Organizes activities for the student to actively participate in classroom 4.2 VS
assignments.
20. Designs and relates the classroom contents to real life settings. 4.2 VS
21. I efficiently incorporate and employ ICT in my classroom discussion. 3.0 S
22. Has a good command of the contents of the subject matter. 4.6 O
23. Interweaves the content of the subject matter with other sources. 4.0 VS
24. Applies the established teaching-learning strategy with the certain 4.7 O
amount of flexibility for a better class dynamics.
25. Uses applicable and available material resources to facilitate learning. 3.9 VS
26. Interacts satisfactorily with the students. 4.4 O
27. Designs the content and develops the course to promote the acquisition 4.0 VS
of professional competencies.
28. Applies the assessment criteria of the activities as established in the 3.4 VS
subject matter.
29. Accepts personal responsibility to the learners. 3.4 VS
30. Manifest positive attitude towards comments and recommendations. 3.3 S

Classroom Management Efficiency Levels Among Junior High School Math

Teachers

The table below presents the level of Classroom management efficiency of

the Junior High School Math Teachers in the Southern Part of Eastern Samar. It can

be seen from the table that none of the teacher respondents obtained a poor,

satisfactory and unsatisfactory Rating. Thus out the 57 respondents there are 44 or

67.2% has satisfactory rating, 13 or 22.8 has outstanding rating.

Table 8: Classroom management efficiency levels of Junior High School Math

Teachers
Interpretations Frequency Percentage

Very satisfactory 44 77.2

Outstanding 13 22.8

Total 57 100

Relationship between Age and Emotional Intelligence

Table 9 shows the relationship between age and emotional intelligence it can

be deemed from the table that the computed correlation coefficient is 0.416 which

implies a moderate relationship between the two variables and computed p-value is

.039 which is less the critical level. This means that there is an implication of age in
 29

the emotional intelligence of a person. This study is supported with the study of the

study of Faresilli et, al. (2008) the study reveals that older people are more likely

to be higher in emotional intelligence. The finding suggests emotional

intelligence is a developing ability; it is likely that accumulated life experiences

contribute to EI.

Table 9: Relationship between Age and emotional Intelligence

Variable 1 Variable 2 Correlation Interpretation P-value Interpretation
Coefficient
Age Emotional 0.416 Moderate 0.039 Statistically
Intelligence Relationship Significant

Relationship between Gender and Emotional Intelligence

Table 10 reflects the relationship between gender and emotional

intelligence, it can be viewed from the table that based on the computed correlation

coefficient of 0.024 which implies a weak relationship between the variables and a p-

value of .859 that indicates that gender has no significant bearing over emotional

intelligence, it doesn’t matter whether a certain person is a male or female he or she

may have a very low or very emotional intelligence. This study is in contrast with the

study of Sumiya (2009) wherein he found out that there is a significant relationship

between emotional intelligence among male and female. And based on the

hypothesis males has higher emotional intelligence than females.

Table 10: Relationship between Gender and Emotional Intelligence

Variable 1 Variable 2 Correlation Interpretation P-value Interpretation
Coefficient
Gender Emotional 0.416 Very Weak 0.859 Not
Intelligence Relationship Significant

Relationship between Educational Attainment and Emotional Intelligence

Table 11 displays the relationship between Educational Attainment and Emotional

Intelligence it shows that Educational Attainment has nothing to do with Emotional

Intelligence this is substantiated by a p- value of 0.859 and a correlation coefficient of

0.24. The result was also in opposite on the study of Kashami (2012) wherein he
 30

found out a significant association between emotional intelligence and university

degree.

Table 11: Relationship between Educational Attainment and emotional Intelligence

Variable 1 Variable 2 Correlation Interpretation P-value Interpretation
Coefficient
Educational Emotional 0.416 Very Weak 0.859 Not
Attainment Intelligence Relationship Significant

Relationship between Emotional Intelligence and Classroom Management

Efficiency

Table 12, shows how emotional intelligence influences classroom

management efficiency of the Junior High School Math Teachers in the southern part

of the Division of Eastern Samar. It can be reflected in the table that emotional

intelligence has no significant bearing over classroom management efficiency of

Junior High School Math Teachers. This is justified by an index of correlation of

0.115 which implies a weak correlation between the two variables and a p- value of

0.396 resulting to a not quite statistically significant between the dependent and the

independent variables at 5% level of significance. Accordingly with this result the null

hypothesis set on this study which state that “There is no significant relationship

between the Emotional Intelligence and the Classroom Management Efficiency of

Junior High School Mathematics Teachers in the Southern Part of the division of

Eastern Samar is accepted. This means that no matter how high or low the emotional

intelligence a teacher it will not greatly affect his/her classroom management

efficiency.

The results of this study is similar to the research conducted by Tamayo

(2017) With regard to the relationship of EI and classroom management of

STE science teachers it was also found out that there is no significant

relationship between the two variables. This implicates that even if EI is

increasing, the preference of classroom management does not change. This

means that even if a teacher has low EI, there is still a chance that he will
 31

prefer student-centered approach meanwhile, it may be the same with a teacher who

has an average or high EI, and he may still choose a teacher-centered approach.

Table 12: Relationship between Emotional Intelligence and Classroom Management

Efficiency
Variable 1 Variable 2 Correlation Interpretation P-value Interpretation
Coefficient
Emotional Classroom 0.115 Low 0.396 Not
Intelligence Management Relationship Significant
Efficiency
 32

Chapter V

SUMMARY CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the results of the study; this also includes the

conclusion and the proposed recommendations.

Summary

1. What is the demographic profile of the junior high school mathematics

teachers in the southern part of the division of Eastern Samar in terms of:

a. Age

b. Gender

c. Educational attainment?

2. What is the level of the emotional intelligence of junior High School

Mathematics Teachers in the Southern part of the Division of Eastern Samar

in terms of:

a. Self-awareness

b. Self-Regulation

c. Motivation

d. Empathy

e. Social Skills?

3. What is the level of Classroom Management efficiency of the Junior High

School Math Teachers in the Southern Part of thy Division of Eastern Samar?

4. Is there a significant relationship between the demographic profile in terms of

age, gender, and educational attainment and the level of emotional

intelligence of junior high school mathematics teacher in the Southern part of

the division of Eastern Samar?

 33

5. Is there a significant relationship between the Emotional Intelligence and the

Classroom Management Efficiency of Junior High School Mathematics

Teachers in the Southern Part of Division Eastern Samar?

The data collected are statistically treated using mean, percentage for the

demographic profile of the respondents. In order to determine the extent of

relationship between the variables the researcher uses spearman’s rho.

On the bases of the data and results presented and discussed the results of

the study are the following:

Profile of the Respondents

In terms of age, it is reflected that most respondents are on the ages 31-50,

which is 57.9% of the total population of the study, as to the gender, females have

the largest population which is 70.2% of its total. Thus, when comes to their

educational attainment there are still more teachers whom are baccalaureate degree

holders with a frequency of 44 or 77.2%.

Level of Emotional Intelligence

It is found out that 53 or 93% of the junior high school math teachers in the

southern part of eastern Samar have High emotional intelligences, 3 or 7% of the

population has very high EIs and none are rated average and below. However in

terms of the aspects of EI teachers has to work on their self-regulation and social skill

for it is revealed that these two aspects obtained the lowest mean scores of 3.9.

Level of Classroom Management Efficiency

From this study it is found out that most junior high school math teachers has

a very satisfactory teaching efficiency by which out of 57 there were 44 or 77.2% of

them has this rating the rest are outstanding and non are below the acceptable

rating.
 34

Relationship between the demographic profile and Emotional Intelligence

This study further explains 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.

Relationship between Emotional Intelligence and Classroom Management

Efficiency

This study found out a no significant relationship between emotional

intelligence and classroom management efficiency. The computed correlation

coefficient was 0.115 and a p-value of 0.396 resulting to the acceptance of the null

hypothesis of this study.

Conclusions

Based on the findings of the study the following conclusions are drawn:

Many junior high school teachers handling mathematics in the southern part of

the division of eastern Samar are between ages 21-50. A large portion of its

population are females because less males take education courses as their priority

degree course and still more teachers under this division are baccalaureate degree

holders due to compacted schedules. Most of the respondents of this study have

high emotional intelligence considerably because most are already in the of reason.

The level of classroom management efficiency of many junior high school math

teachers in the southern part of the division of eastern Samar is very satisfactory.

The high emotional intelligence of junior high school math teachers in the southern

part of the division of eastern Samar has no significant effect on their very

satisfactory classroom management efficiency of these teachers.

 35

Recommendations

Based on the findings and conclusion derive. The researcher would like to

recommend the following:

1. Just as emotional intelligence may provide a framework for organizing

personality, investigators may wish to examine emotions in the self, the

appraisal of others' emotions, and the ways in which emotion is regulated, or

the adaptive uses of emotion.

2. Researchers may conduct a study that would examine the role of social

processes and its contribution to the emotional intelligence of both teachers

and students.

3. Encourage teachers to pursue a degree on masters and doctorate degrees

for it may improve both emotional intelligence and classroom management

efficiency.

4. Conduct a study on emotional intelligence of teachers in other disciplines and

how its effects on their classroom management practices.

 36

Chapter VI

References

Cantor and J. F. Kihlstrom, Social Intelligence: The Cognitive Basis of Personality, in

Review of Personality and Social Psychology.

Chernis C. & Adler M (2000). Promoting Emotional Intelligence in an Organization.

Alexandria, Virginia.

Day and Caroll, (2004). The Effects of Emotional Intelligence, Age, Work Experience
and Academic Performance”, 2004, University of Florida: St. Petesburg

Geddes and Grosset,, Webster’s Universal Dictionary and Thesaurus. New

Landmark: Scottland 2010.

Guskey, Thomas R. “Five Critical Levels of Professional Development Evaluation”,

2000.

Jie, Qi, (2012)” The Role of Chinesse Normal Universities in the Professional
Development of Teachers”, 2012, University of Toronto: Canada

Kristin Ellorin Tamayo (2017). The Relionship of Emotional Intelligence & Classroom
Management of Science Teachers of Pangasinan. Pangasinan Philippines

Keoner, Timothy D(2015).,” Literature Review on Classroom Management .

Lenka, DR and Kant Ravi,2012 “Emotional Intelligence of Secondary School

Teachers in Relation to Their Professional Development, 2012

Labutap, Angeline et. Al (2010), “Relationship Between Emotional Intelligence and

Mathematics Achievement of Fourth Year College Students of Eastern Samar
State University Salcedo Campus SY. 2009-2010”. Unpublished
Undergraduate Thesis, 2010

Lofti, Kashami et,al. (2012) Relationship between Emotional Intelligence and

Educational Psychology. Islamic Azad University

Mafuzah, Mohammad and Juraifa, Jais, (2015) “Emotional Intelligence and job
Performance: A study Among Malaysian Teachers. 2015, University of
Tenaga National.

Ozmenn ZK (2009). The Relationship Between the Emotional Intelligence levels of

Primary School Teachers and their Perception of Undesired Student
Behaviour and Coping Methods. Manama University, Istanbul Turkey

Palumbo A. And Sanocore J.(2007), “Classroom Management help for Beginning

Secondary School Teacher” , 2007

Psilopanagioti and Niakas,(2007) “ The Effect of Emotional Intelligence and Job

Satisfaction’, 2012, University of Amman: Jordan
 37

Rajedndran, Mercinah,(2016)” Importance of Inclusive Education; The role school

teachers”
Reuven, Baron,(2006) “The Bar-on Model of Emotional Social-Intelligence (ESI)”,
University of Texas.

Summiya Ahmad, (2009). Emotional Intelligence and Gender Differences.

Department of Psychology, University of Reshawar, Pakistan 2009.

Turkay Nori Tok, et. al, 2013“The Relationship between Emotional Intelligence and
Classroom Management Approaches of Primary School Teachers”, 2013,
National Education Management: Turkey

Tunca, O (2010). Effects of Emotional Intelligence Level of Classroom Management

and Skills and Research. Istanbul University. Istanbul Turkey 2010.

Van, Rooy et.al,(2005) “The Role of Trait Emotional Intelligence and Individual
Performance: A descriptive Study in Albaha University Saudi Arabia”, 2005
 38

Appendices
 39

APPENDIX A

Republic of the Philippines

EASTERN SAMAR STATE UNIVERSITY
Guiuan Campus
Guiuan, Eastern Samar

JUDITH C. BOCO
OIC- Schools Division Superintendent
Division of Eastern Samar
Borongan, Eastern Samar

Ma’am:

The undersigned is conducting his study entitled “EMOTIONAL

INTELLIGENCE AND ITS EFFECT ON THE CLASSROOM MANAGEMENT
EFFICIENCY OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN THE
SOUTHERN PART OF THE DIVISION OF EASTERN SAMAR” as a requirement for
the degree Master of Arts in Education major in Educational Management at the
Eastern Samar State University, Guiuan Campus, Guiuan, Eastern Samar.

This study aims to determine the effect of the teachers’ emotional

intelligence on their classroom management efficiency.

Along this endeavour, may I respectfully request permission from your

good office that I may be allowed to administer my questionnaire to selected
secondary junior high school math teachers and their students in the said schools
until such time that all respondents shall have been contacted.

Approval of the herein request is earnestly solicited. Thank you and more
power!

Very truly yours,

ELY BOY B. ANTOFINA

Researcher
APPROVED:

(Sgd) JUDITH C. BOCO

OIC- Schools Division Superintendent
 40

APPENDIX B

Republic of the Philippines

EASTERN SAMAR STATE UNIVERSITY
Guiuan Campus
Guiuan, Eastern Samar

Dear Respondent,

The undersigned is conducting his study entitled “EMOTIONAL

INTELLIGENCE AND ITS EFFECT ON THE CLASSROOM MANAGEMENT
EFFICIENCY” as a requirement for the degree Master of Arts in Education major in
Educational Management at the Eastern Samar State University, Guiuan Campus,
Guiuan, Eastern Samar.

This study aims to determine the effect of the teachers’ emotional

intelligence on their classroom management efficiency.

In this regard, you were chosen as one of the respondents. Please feel
free to answer the herein attached questionnaire as honestly as you can. Rest
assured that your responses would strictly be held with utmost confidentiality.

Thank you so much!

Very truly yours,

ELY BOY B. ANTOFINA

Researcher
 41

APPENDIX C

Republic of the Philippines

EASTERN SAMAR STATE UNIVERSITY
Guiuan Campus
Guiuan, Eastern Samar

INFORMED CONSENT FORM

I, ________________________________, ______ years of age, a resident in

__________________________________________________, since _________,
hereby give my consent to participate in a study entitled “EMOTIONAL
INTELLIGENCE AND ITS EFFECT ON THE CLASSROOM MANAGEMENT
EFFICIENCY OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN THE
SOUTHERN PART OF THE DIVISION OF EASTERN SAMAR” by Ely Boy B.
Antofina from Eastern Samar State University, Guiuan Campus.

I was given information on the nature and purpose of the study, reasons why I
am selected, the risks and benefits of my participation, my rights as a respondent
such as stopping my participation anytime without need of explanation, answering
those I know and willing to answer, knowing the results of the study, confidentiality
and anonymity of my identity. I have given consent also to the researcher to record
interviews and conversations related to the research.

________________________________
Name and Signature of Respondent

______________________
Date of Signing
 42

QUESTIONNAIRE ON EMOTINAL INTELLIGENCE AND CLASSROOM

MANAGEMENT EFFICIENCY

Part I: Teachers Demographic Profile

Name:_________________________________________Age:___________

Gender: Female_______ Male_____ Educational Attainment:_____________

Part II: Questionnaire on Teachers’ Emotional Intelligence

Direction: Please answer each statement below by putting circle around the number
that best reflects your degree of agreement or disagreement with each
statement. There are no wrong or right answers, answer them honestly
and carefully. Please refer to the legend below on your state of agreement
or disagreement.

4-----------Agree 2 Disagree
3------ Undecided
5---------Strongly Agree 1-----Strongly Disagree

Statements 5 4 3 2 1
Self-Awareness
1. I realize immediately when I lose my temper.
2. I know when I am happy.
3. I usually recognized when I am stressed.
4. When I am being emotional I am aware of this.
5. When I feel anxious, I usually account for the reasons.
6. Awareness of my emotions is very important to me at all times.
Self-Regulation
7. I can reframe bad situations quickly.
8. Others can rarely tell what kind of mood I am in.
9. I rarely “fly off the handle” of other people.
10. I rarely worry about work or life in general.
11. I do not let stressful situations/people affect me once I have
left work.
12. I can supress my emotions when I need to.
Motivation
13. I believe in “Actions this day”.
14. I usually able to prioritize important work and get on with them.
15. I can always motivate myself when I feel low.
16. I always meet deadlines
17. I never waste time.
18. Motivation has been the key to my success
Empathy
19. Reasons for disagreement are always clear to me.
20. I can sometimes see things from others points of view.
21. I can understand why my actions offend others.
22. I can understand if I am being unreasonable.
23. Other individuals are not difficult just different.
24. I am a good listener.
Social Skill
 43

25. I am good with reconciling differences with other people

26. I see working with different people as simply a challenge to
win over them.
27. I like to ask questions to find out what is important to people.
28. People are the most interesting thing for me.
29. I am good at adapting and mixing with a variety of people.
30. I can tell if a team of people are not getting along with each
other.

Part III: Evaluation of Teachers Classroom Management Efficiency

Direction: Please asses your classroom management by checking the cell on each
column that best describe your skill. Rate yourself honestly and
responsibly. You may refer to the legend below in giving your self-rating.

5------Strongly Agree
4- Agree
3--------Undecided
2----Disagree
1-------Strongly Disgree
Statements 1 2 3 4 5
1 .Presents the minimum content of his/her subject matter,
tailored to the students’ knowledge
2. I am easily accessible (tutorials, e-mails, etc.)
3. I allow the student to organize and distribute part of the
assignments to be performed in the subject I handle.
4.I provides clear information about objectives, bibliography,
tutorials, contents, and assessment methods in the subject's
curriculum
5. I inform the students of the competencies they will be
expected to acquire.
6.I provides my students with scientific information that allows
them to gain a better and deeper understanding of the subject
matter
7. I present the contents of my lesson following a clear and
logical framework, highlighting the important aspects.
8. I allows and encourages student participation
9. For me it is important to promote individual work
10. I promote teamwork in my class.
11. I always relate the teachings to the professional
environment.
12. I provide initial and final overviews of the session and/or
subject in class.
13 Encourages student interest and the motivation to learn.
14. Fosters research and a critical spirit in students.
15. Facilitates student-student and student teacher
interaction.
16. Attends and responds clearly to questions asked in the
class.
17. I adequately attend to the tutorial requested of me.
18. Maintains an objective and respectful position with the
students.
 44

19. Organizes activities for the student to actively participate

in classroom assignments.
20. Designs and relates the classroom contents to real life
settings.
21. I efficiently incorporate and employ ICT in my classroom
discussion.
22. Has a good command of the contents of the subject
matter.
23. Interweaves the content of the subject matter with other
sources.
24. Applies the established teaching-learning strategy with the
certain amount of flexibility for a better class dynamics.
25. Uses applicable and available material resources to
facilitate learning.
26. Interacts satisfactorily with the students.
27. Designs the content and develops the course to promote
the acquisition of professional competencies.
28. Applies the assessment criteria of the activities as
established in the subject matter.
29. Accepts personal responsibility to the learners.
30. Manifest positive attitude towards comments and
recommendations.
45