Teachers’ Emotion towards Social Problem-Solving Skills of El Salvador City Division

In today’s dynamic educational environment, teachers' emotional states and their ability to solve problems effectively are crucial to ensuring quality instruction and student success. This study examined the emotions and social problem-solving skills of public elementary and secondary school teachers in the El Salvador City Division during the School Year 2023–2024. It aimed to determine the respondents’ demographic characteristics, assess the levels of emotions and social problem-solving skills, examine the effect of emotions on problem-solving skills, and test the significant relationships among emotions, problem-solving skills, and demographic factors. A total of two hundred teachers were selected as respondents using Slovin’s Formula to determine the appropriate sample size from the population, ensuring reliable representation while maintaining research efficiency. The study employed a descriptive-correlational design, using a patterned and modified questionnaire, with data analyzed through mean, standard deviation, t-test, and the Pearson’s Product Moment Correlation Coefficient. The study revealed that most respondents were female, aged 30–39, married, held the position of Teacher I, had 5–10 years of teaching experience, and possessed a bachelor’s degree with earned Master’s units, with active participation in division-level trainings. Pride recorded the highest emotional mean, while anxiety was the lowest. In terms of problem-solving skills, problem orientation ranked highest, while avoidance style ranked lowest. In conclusion, age, teaching experience, and training participation significantly influenced both emotional dispositions and problem-solving skills. A significant relationship was found between teachers’ emotions, particularly pride, anger, anxiety, and frustration, and their social problem-solving skills. The study recommended the implementation of personalized professional development programs to enhance teachers’ emotional competence and problem-solving abilities.