Adversity and Emotional Quotients of Catholic School Teachers in Relation to Work Performance: Basis for Enhancement

This study examines the relationship between adversity quotient (AQ), emotional quotient (EQ), and work performance among Catholic school teachers in the Diocese of Kabankalan. Employing a descriptive-quantitative research design, the study surveyed 185 junior and senior high school teachers from 17 diocesan schools. Stratified random sampling was used to ensure representation across demographics. Data were collected through standardized instruments for AQ, EQ, and work performance. Statistical analyses, including ANOVA and chi-square tests, were applied to determine significant differences and relationships among variables. Findings indicate that Catholic school teachers generally possess high levels of AQ and EQ, with work performance rated as proficient. No significant differences were observed in AQ and EQ when grouped according to age, sex, length of service, employment status, gross monthly income, or faculty designation. However, work performance significantly varied based on age, length of service, employment status, and income level, with more experienced and higher-earning teachers exhibiting better performance. Notably, AQ and EQ were found to be significantly related, while neither AQ nor EQ demonstrated a significant correlation with work performance. The study suggests that administrators should consider teacher demographics in performance assessments and provide professional development programs to enhance AQ and EQ. Additionally, mental health initiatives and training on resilience and emotional intelligence may further support teacher well-being and efficiency. Future research could expand the scope by including additional variables and a broader population to enhance understanding of factors influencing teacher performance.