1Sheba M. De Guzman, 2Cristobal M. Ambayon, EdD
1Department of Education President Quirino National High School Poblacion Sultan Kudarat Division
2Sultan Kudarat State University College of Teacher Education ACCESS, EJC Montilla, 9800 Tacurong City
DOI : https://doi.org/10.47191/ijmra/v6-i10-11Google Scholar Download Pdf
ABSTRACT:
The Teachers’ Emotional Intelligence and English Students’ Self efficacy, Anxiety and Academic Achievement was a study where the level of teachers’ Emotional intelligence was identified based on the perception of the English students, and how the level of students’ self efficacy, anxiety and academic achievement affected based on the students’ perception of the teacher’s emotional intelligen ce. It was conducted among the Grade 10 students of PQNHS during the School Year 2021 2022. The study was conducted to determine the level of teachers’ emotional intelligence as perceived by Grade 10 English students of PQNHS. Descriptive correlational des ign was used. There were 225 students who were respondents of the study. Based on the result, Teachers’ EI has a high level, this means that often teachers exhibited emotional intelligence behavior. Self efficacy was also high, which means students believe in themselves that they can do all the English tasks and activities in t he class. Anxiety has an average level. Students’ achievement has a high level. The result also showed that there was a significant relationship between the Teachers’ EI and students’ anxiety. With the Teachers’ EI and students’ self efficacy and achieveme nt, it was found out that there was no significant relationship. The factors that were highly correlated with students’ self efficacy, anxiety and achievement were emotional self awareness, emotional expression and emotional awareness of others. Hence, it is recommended that teachers may evaluate their emotions and attend seminar workshops to enhance their emotional intelligence.
KEYWORDS:Teachers’ Emotional Intelligence, Students’ Self Efficacy, Students’ Anxiety, Academic Achievement
REFERENCES1) BRÍGIDO, M., BORRACHERO, A. B., BERMEJO, M. L., & MELLADO, V. (2013). Prospective primary teachers' self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200-217. Retrieved from https://doi.org/10.1080/02619768.2012.686993
2) CHIN, E.C., WILLIAMS, M.W., TAYLOR, J.E., HARVEY, S.T. (2017) The influence of negative affect on test anxiety and academic performance: an examination of the tripartite model of emotions. Retrieved from https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-01995-9
3) CHAPELL, M. S., BLANDING Z. B., SIVERSTEIN, M. E., TAKASHI, M. N. B., NEWMAN, B., GUBI, A., MCCAIN, N., (2015). Test Anxiety and Academic Performance in Undergraduate and Graduate Students. Journal of Educational Psychology, 97 (2), 268-274. Retrieved from https://www.researchgate.net/profile/Aaron Gubi/publication/232558235_Test_Anxiety_and_Academic_Performance_in_Undergraduate_and_Graduate_Students/links/553024b00cf20ea0a06f6610/Test-Anxiety-and-Academic-Performance-in-Undergraduate-and-Graduate-Students.pdf
4) CRESWELL, J.H. (2012) Research Design Third Edition, Research Design page., 173
5) GIGNAC, G. E. (2010). Genos Emotional Intelligence Inventory. Technical Manual (2nd Ed.), Sydney, Waterloo, NSW, 10-36.
6) JENNINGS, P. A., & GREENBERG, M. T. (2017). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Retrieved from https://journals.sagepub.com/doi/10.3102/0034654308325693Review of Educational Research,79, 491–525
7) MAY, D. K. (2009) The ESEQ. Retrieved from https://getd.libs.uga.edu/pdfs/may_diana_k_200908_phd.pdf
8) MARTÍNEZ, I., & SALANOVA, M. (2005). Barriers Perceived by Teachers at Work, Coping Strategies, Self-efficacy and Burnout. The Spanish Journal. Retrieved from https://www.researchgate.net/publication/47554874_Barriers_Perceived_by_Teachers_at_Work_Coping_Strategies_Self-efficacy_and_Burnout
9) PATERSON, M., GREEN, J.M., BASSON, C.J., AND ROSS, F. (2012). Probability of assertive behavior, interpersonal anxiety and self-efficacy of South African registered dietitians. Journal of Human Nutrition & Dietetics, Vol. 15, 9-17. Retrieved from https://rehabilitationj.uswr.ac.ir/browse.php?a_id=2918&slc_lang=en&sid=1&ftxt=1&html=1
10) PEKRUN, R., & SCHUTZ, P. A. (2007). Emotion in education (pp. 313---331). Amsterdam, The Netherlands: Elsevier Publishing.
11) SAHINIDIS, A., KALLIVOKAS, D., MARKANTONATOU, A. & SDVOLIAS, L. (2016). Emotional intelligence effects on academic performance. An empirical study of university students, Tourism Research Institute, 15(1), 151-162. Retrieved from https://files.eric.ed.gov/fulltext/EJ1233774.pdf
12) SCHUCK, D.H. (2008). Self Efficacy, Motivation, and Performance. Journal of Applied Sport Psychology, 7, 112-137. USA. Association for Applied Sport Psychology. Retrieved from https://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_2000.pdf
13) UM, E., PLASS, J. L., HAYWARD, E. O., AND HOMER, B. D. (2012). Emotional design in multimedia learning. Journal Educational Psychology. 104, 485–498. doi: 10.1037/a0026609. Retrieved from https://doi.org/10.1037/a0026609
14) USHER, E.L. & PAJARES, F. (2008) Sources of Academic and Self Regulatory Efficacy Beliefs of entering middle school students. Contemporary Educational Psychology. 31, 125-141
Volume 06 Issue 10 October 2023
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 07 Issue 11 (November 2024).
PUBLICATION DATES:
1) Last Date of Submission : 26 November 2024 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.