Exploring the Link Between the Emotional Experience and Teaching Performance among Math Teachers

The emotional experiences of math teachers play a crucial role in shaping their teaching performance, yet the specific connection between these two factors remains underexplored. To delve into this issue, the researcher conducted a study to explore the link between the emotional experience and teaching performance among math teachers as a basis for tailoring an enhanced model. A descriptive correlational research design was used to achieve the study’s objectives. The respondents were 82 mathematics teachers from the sixteen (16) basic education schools in Cagwait District, Division of Surigao del Sur, who were selected through universal sampling. Survey instruments were employed to address the research questions. Frequency count and percentage were used to describe the demographic profile of the respondents, the weighted mean to measure the levels of emotional experience and teaching performance, Pearson product-moment correlation to determine the significant relationships, and one-way ANOVA to assess significant differences. The majority of respondents were aged 26 to 40, female, held a master’s degree, were Teacher III, had 1 to 20 years of experience, and received satisfactory class observation scores. Emotional experience scores ranged from 4.56 to 4.58, and teaching performance ranged from 4.50 to 4.60, both described as “strongly agree.” A significant relationship was found between emotional experience and teaching performance, with emotional experiences differing based on educational attainment, position, and years of service. However, no significant differences were found in terms of age, sex, and CO rating, though age, educational attainment, position, years of service, and CO rating were significantly related to teaching performance. The findings suggest that tailored support and professional development based on teachers’ education, position, and years of service could improve their emotional well-being and teaching performance, fostering a more effective learning environment. Finally, future research should be conducted to verify and substantiate the validity and consistency of the findings, offering a broader understanding of the factors that influence the emotional and professional experiences of mathematics teachers in diverse settings.