Emotional Intelligence, Classroom Management, Competencies and Performance of Kindergarten Teachers

This study aimed to assess the emotional intelligence, classroom management, competencies, and performance of teachers in kindergarten. In this study, descriptive-correlational and causal-comparative research designs were employed. A sample of 226 kindergarten teachers was selected based on a proportionate stratified random formula from the DepEd- Divisions of Cagayan de Oro City and Iligan City, Northern Mindanao, Philippines. The instruments used were adopted questionnaires from the London Leadership Academy for emotional intelligence level, Martin and Sass (2010) for classroom management, and Bernat (2007) for teachers' competencies. Kindergarten teachers demonstrated high levels of emotional intelligence, classroom management, competencies, and outstanding performance based on their IPCRF. Multiple linear regression showed that Providing Opportunity, Task Orientation, and Variability of Techniques and Materials significantly influenced the performance of kindergarten teachers. Finally, Causal Model 4 provides the most comprehensive and accurate representation of the relationships among variables, making it the best fit among the four causal models evaluated in this study. The study recommends that the DepEd design and support development strategies, policies, objectives, and initiatives that emphasize the development of the emotional intelligence, classroom management, and teaching competencies of kindergarten teachers.