1Analyn G. Dalondonan, 2Roie M. Ubayubay
1,2Cagayan de Oro College-PHINMA, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i05-10Google Scholar Download Pdf
ABSTRACT:
This study shows the relationship between emotional intelligence and job satisfaction among 200 public school teachers (elementary, secondary, and senior high) in selected districts of Misamis Oriental during the School Year 2023-2024. The research aimed to describe teacher characteristics, assess levels of emotional intelligence and job satisfaction, and determine the relationships between these variables and teacher characteristics. Data analysis involved descriptive statistics (mean, standard deviation) to examine data distribution and central tendency. Variables were adapted from Sacramento's (2023) study using a research-based questionnaire. Pearson's Correlation (r) investigated the relationships between emotional intelligence and job satisfaction, while a t-test compared groups to identify statistically significant differences. The sample size was determined using Slovin's formula, with stratified random sampling employed. The study explored how emotional intelligence influences classroom environments, student behavior, and learning and how job satisfaction impacts teacher engagement, motivation, and well-being. The findings revealed that most of the respondents aged 31-40 years, particularly female educators, towards integrating technology into their lessons. The majority of participants were Grade 5 teachers, likely at the Teacher I. importance of teachers' emotional intelligence, adaptability, and job satisfaction, emphasizing the impact of workload and performance expectations on job satisfaction. It suggests prioritizing workload management and professional development. In conclusion, teachers' emotional intelligence significantly influences their work contentment, self-awareness, relationships, stress management, and flexibility. However, significant disparities based on age, education, and teaching position suggest that programs should be tailored to individual teacher groups. Therefore, it is recommended that teachers should actively seek out opportunities for professional development that address emotional intelligence and tailor their approach to learning based on their specific needs.
KEYWORDS:emotional intelligence, teachers job satisfaction
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