Emotional Intelligence and Work-Life Balance as Determinants of Individual Work Performance of Public Elementary School Teachers

This study determined the significant influence of emotional intelligence and work-life balance on the individual work performance of public elementary school teachers using a quantitative research approach, specifically the descriptive-correlational design. A purposive quota sampling technique was used in selecting the public elementary school teachers as respondents for this study. Three adapted questionnaires, validated by experts and reliability tested, were used to gather the needed data for this study. Mean, Standard Deviation, Pearson r, and Multiple Regression Analysis were the statistical tools used. Results showed that their level of emotional intelligence was high. The level of their work-life balance was high. The individual work performance of public elementary school teachers was high. Also, public elementary school teachers' emotional intelligence, work-life balance, and individual work performance had positive and significant relationships. Moreover, Multiple Regression Analysis results revealed that emotional intelligence was the best predictor of individual work performance of public elementary school teachers. This means that every increase in emotional intelligence has a corresponding increase in the individual work performance of public elementary school teachers.