EMOTIONAL INTELLIGENCE AND TEACHING PERFORMANCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS OF ARITAO II DISTRICT

Having emotional intelligence results in a contented and tranquil mind is essential for teachers in their teaching performance to be able to adapt to the diverse needs of their students. The study determined the significant relationship of emotional intelligence level and level of teaching performance of 20 public elementary school teachers of Aritao II district. This contributed the teachers. This study made use of the descriptive-correlational method and gather relevant data on emotional intelligence, the independent variable and teaching performance, the dependent variable, was assessed using the individual performance commitment rating form (IPCRF). The weighted average and Pearson product moment correlation coefficient were used for data analysis. The results showed no significant relationship between the components of emotional intelligence and teaching performance. All correlation coefficients were weak, and their corresponding p-values exceeded the 0.05 threshold. This suggests that the emotional intelligence of the teachers did not significantly influence their teaching performance ratings. Thus, this study shows the absence of a significant relationship which implies that the emotional intelligence of the respondents, as measured in this study, did not directly influence how they performed in their teaching roles. External or contextual variables such as years of experience, instructional methods, and institutional support may have played a more substantial role in determining their teaching effectiveness. Furthermore, this endeavor allows future research to venture on other factors that may greatly impact the teaching performance along with emotional intelligence. Keywords: Emotional Intelligence, Teaching Performance, Aritao 2 District