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INTRODUCTION
human being. It is commonly recognized that the economic value of education or its
return move then the amount of money invested in it. It is an accepted fact that the
quality of the nation depends upon the quality of education acquired by its citizens,
education and professional development. (Guskey 2000) pointed out that effective
teachers’ education is the key to teacher’s ability to face educational change and
handle various educational issues inside and outside the classrooms. Doyle as cited
the most effective means to enhance teachers’ professional skills and attitudes,
create better schools and ultimately improve their teaching-learning process as well
as student outcomes.
However, teachers nowadays are affected and are triggered by a lot of social
issues around them. These are teacher and family Issues, Teacher and co-workers
relationship Issues and the like. And thus handling this is not mainly dependent on
Emotional intelligence is the core and important factor for life success, and
psychology also play a role interaction in the relation between the managers and
their employees in the organization. Psilopanagioti and Niakas, (2012) stated that
2
further emphasized that individuals should compete but should be in control of their
emotions under pressure and stress and through constraints (Psilopanagioti et al,
affect the process of work in are increasing in the service and its quality. In a study
conducted by Day and Carroll (2004), experience was positively correlated with three
Emotional Intelligence Test. Van Rooy, Alonso, and Viswesvaran (2005) examined
the relationship between emotional intelligence and age using the 33-item Emotional
intelligence and age. Despite these findings, there is a limited amount of research
that has examined the relationship between emotional intelligence and work
experience. Intuitively, one might assume that emotional intelligence will increase as
hypothesis.
On the basis of the above mentioned findings the researcher tried to find out
if there was a significant relationship between the Emotional Intelligence and the
and the classroom management efficiency of Junior High School Math teachers in
teachers in the southern part of the division of Eastern Samar in terms of:
3
a. Age
b. Gender
c. Educational attainment?
in terms of:
a. Self-awareness
b. Self-Regulation
c. Motivation
e. Empathy
d. Social Skills?
School Math Teachers in the Southern Part of thy Division of Eastern Samar?
The outcome of this study hopefully contributed and added knowledge to the
following individuals.
To the Teachers. One major responsibility is dealing with students and other
stakeholders at school, that they may be able to understand the feeling of others for
them to be able to craft the best design that would cater differences.
4
researcher. In such a way that findings may serve as an additional reference to their
future studies.
To the Principals and School Heads. That they should provide In-School
programs that would boost the emotional intelligence of their teachers in school.
This study dealt on the relationship between the emotional intelligence and
This study was limited to Secondary School Teachers Teaching junior High
The emotional Intelligence was measured and categorized whether very low,
low, average, high and very high emotional intelligence, based on the questionnaire
provided for the respondents to answer, and the Classroom Management efficiency
The method that was be used in this study was descriptive correlational
survey wherein questionnaires was utilized and distributed in order to collect data
Definition of Terms
The following terms are defined conceptually and operationally for clear and
Age. Refers to the period of time where someone has existed (Geddes and
Grosset, 2010). In this study this refers to numerical count on the days of existence
of my respondents from the year he/she was born up to the present year.
techniques that teachers used to keep students organized, orderly, focused, attentive
on task, and academically productive during class (ed. Glossary.org, 2017). In this
study, this will refer to the techniques and strategies the respondents employ in his or
behaviour. It is being able to monitor and manage our own feelings and the feelings
of others as well, and emotions to discriminate among them, and to use this as guide
to our thinking and action. (Labutap et al. 2010). In this study this will be one of our
In this study this is one of the aspects of emotional intelligence which may affect the
Gender. This state of being male or a female (Geddes and Grosset). In this
study this will refers to the biological identity of our the respondents.
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Motivation. This refers to the mental function that produces, sustains and
efficiency.
Self-Awareness. This is knowing how you feel, and you know how your
emotions and your actions can affect the people around you (www.mindtools.com).
(www.mindtools.com)
Social Skills. This refers to how oneself manage skills and resolve conflicts
diplomatically. (www.mindtools.com)
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Chapter II
The content of this chapter provide the review of related literature and studies
which is very useful in the acquisition of insights on emotional intelligence and its
Related Literature
Emotional Intelligence. Caruso and Salovey 2004, in their article wrote that
emotions in the self and in others, use emotions to facilitate performance, understand
emotions and emotional knowledge, and regulate emotion in the self and in others.
Thus (George, 2018) said that emotional intelligence essentially describes the ability
to effectively join emotions and reasoning, using emotions to facilitate reasoning and
into the extent to which people’s cognitive capabilities are informed by emotions and
certain kinds of emotions captured by the personality traits of positive and negative
affectivity. There are at least four major aspects of emotional intelligence: the
emotions.
Kelly (2011) in his article emphasized the used of emotional intelligence in the
classroom as: Creating an environment for respect, an avenue wherein both students
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and teachers respect one another; Being honest and own up on your mistakes,
Validating students, which requires accepting students ideas rather than rejecting;
Emotion and intelligence. Bar-on (2006) on his article about EQ-I developed
a theoretical basis that would asses various aspects of emotions and intelligence and
express ourselves and relate with them, and cope with daily demands. Consistent
understood and express oneself, to understand and relate well with others, and to
successfully cope with daily demands, challenges and pressures. This is based, first
to understand one’s strength and weaknesses and to express one’s feelings and
Levels of Emotional Intelligence .Cherry (2017) wrote that people with low
emotional intelligence are the people who easily get lost of arguments, they do not
understand on how other feels, thinks that other people are overly sensitive, refuses
to listen to others point of views, blame others for mistakes, they have the inability to
cope with emotionally changing situations, they have sudden emotional outburst,
they have difficulty in maintaining friendship, and lacks empathy. Furthermore she
also said that People with low emotional intelligence have little insight into how their
own emotions might lead to problems. When things go wrong, their first instinct is to
blame others. They often blame characteristics of the situation or the behaviors of
other people for their actions. They might suggest that they had no other choice for
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what they did and that other people do simply not understand their situation. This
tendency to not take responsibility often leaves them feeling bitter and victimized.
intelligence are usually able to recognize and understand their feelings and to
express them in an appropriate manner, they are pretty good communicators they
are fairly in-tune of themselves and those around them, they accept challenges, they
can stay motivated and focused in face of setbacks, they are able to set goals for
themselves and often achieve them and they are positive and optimistic about
people with high EQs master their emotions because they understand them, and they
use an extensive vocabulary of feelings to do so. While many people might describe
specific your word choice, the better insight you have into exactly how you are
feeling, what caused it, and what you should do about it.
Whereas, Goleman (2006) said that people with very high emotional
intelligence are the people who are said to the change agents, self-aware,
ability to recognise what you are feeling, to understand your habitual emotional
responses to events and to recognise how your emotions affect your behaviour and
performance. When you are self-aware, you see yourself as others see you, and
have a good sense of your own abilities and current limitations. Self-Regulation the
ability to stay focused and think clearly even when experiencing powerful emotions.
Being able to manage your own emotional state is essential for taking responsibility
for your actions, and can save you from hasty decisions that you later regret.
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Motivation which is the ability to use your deepest emotions to move and guide you
towards your goals. This ability enables you to take the initiative and to persevere in
the face of obstacles and setbacks. Empathy as the ability to sense, understand and
empathy with others. If you are not aware of your own emotions, you will not be able
to read the emotions of others. And social Skill as the ability to manage, influence
and inspire emotions in others. Being able to handle emotions in relationships and
being able to influence and inspire others are essential foundation skills for
Furthermore (Labutap et. Al 2010), sited that people with low emotional
intelligence have very difficult of recognizing and understanding their feelings, they
find it hard to communicate with other people, they are not really in tune with
themselves and those around them, they do not like challenges, they have trouble
staying motivated and focused in the face of setbacks, they are not able to set
achievable goals for themselves and often give-up trying in the process, they are
communicating with other people, they struggle with getting in tune with themselves
and those around them, they do not like challenges or commitment and are afraid of
change, they have difficult time in staying motivated and focused when they have set
attainable goals for themselves and they are fairly pessimistic and about themselves
manner, they are pretty good communicators, they are fairly in tune of themselves
and those around them, they accept challenges, they can stay motivated and
focused in the face of setbacks, they are able to set goals for themselves and often
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achieve them and they are positive and optimistic about themselves, others and
teachers we have the right and duty to produce an environment that is conducive to
learning. We must proactively reflection our methods, with the aid of our experienced
peers to learn the best practices. We must maintain positive attitudes towards
situations that might be otherwise be obstacles. Panombo and Sanocre (2007) state
that “ No precision or cure-all exists that will guarantee success in the classroom.
However through mentoring early training, knowledge of both your right as a teacher
and the rights of your students, and a positive reflective outlook, a beginning teacher
may be able to subtract some of the initial frustration and difficulty of their early
years.
management practices are far more about maximizing efficiency than about the use
we must use our best judgement to prevent misbehaviour, through planning and
that improves the student’s character, and brings about order rather than further
of our students.
thus must appears to inform students of new expectations; by setting rules, a teacher
valuable information early in the year about teachers approach and expectations for
behaviour. The more explicit the rules and the more clearly they are communicated,
the more likely the teacher will about to maintain order and not tolerate inappropriate
12
and disruptive behaviour. But simply stating the rules is not enough. A teacher must
also demonstrate willingness and an ability to act when rules are broken.
Related Studies
Age and Emotional Intelligence. the study of Faresilli et, al. (2008) shows
that older people are slightly more likely to be higher in emotional intelligence.
accumulated life experiences contribute to EQ. It further shows that the experience
isn’t a predictive factor to explain this area. This suggests the competencies in this
words, it is less likely that these will “automatically” develop through life
experience.
However in the study of Shipley (2014) form the age range of their samples of
19-29, it was revealed that age was not positively correlated with emotional
intelligence. The result shows that emotional intelligence has nothing to do with the
emotional intelligence and Gender differences and it was revealed on this study that
and female. And based on the hypothesis males has higher emotional intelligence
than females.
Moreover on the study of Petrides (2004), it was also revealed that men has
higher Emotional Intelligence than women wherein he concluded that though women
are more socially oriented men can better perceive and cope up with social
pressures.
There is a low level positive, and significant relationship between primary school
their classroom management skills were at a rather high level. The study also
the teachers’ EI levels and their perception of students’ undesired behavior and
relationships with students, attitudes of general mistrust, and a major focus on the
maintenance of order
14
In 2012, Lenka Dr. and Kant Ravi studied EI’s of Secondary School Teachers
in relation to their professional Development. In their 120 samples the result revealed
EI and classroom management of STE science teachers it was found out that
not change. This means that even if a teacher has low EI, there is still a
chance that he will prefer student-centered approach meanwhile, it may be the same
with a teacher who has an average or high EI, and he may still choose a teacher-
centered approach.
and social skills and its relationship to job performance, the five hypothesis set for
these five aspects were accepted. Thus, it appears that emotional intelligence has
though the different studies reviewed might vary from the result that this study may
yield. These could still be very useful to the researcher in providing them a thorough
understanding and sufficient insights on several aspects pertaining to this study, and
Teachers being the front liners in the execution of their blue print aligned with
the curriculum faced several issues along with the students, the administration and
the parents. And so this study was guided by theory of emotional intelligence by
Goleman (Du Lugrosa, 2004), which holds that the key understanding of human
social skills. This theory would help all teachers not only on how to deal with these
issues but more importantly in coping with situations that may cause them stress and
depression.
that intelligence has cognitive component which a person use in reasoning and
conditioning which states that learning process is the basis for understanding
emotional and attitudinal response. It indicates that the organism operates on the
Therefore this study was conducted to find out if there was really an
efficiency.
teachers’ profile (age, gender, and educational attainment) and the emotional
intelligence was the independent while the while the classroom management
A. Teachers Demographic
Profile
a.1. Age
a.2. Gender
a.3. Educational
Attainment Classroom Management
B. Emotional Intelligence Efficiency
b.1. Self Awareness
b.2. Self Regulation
b.3. Motivation
b.4. Empathy
b.5. Social Skills
study.
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Research Hypothesis
Eastern Samar in terms of, age, gender, and educational attainment to its
emotional intelligence.
Chapter III
METHODOLOGY
This chapter presented and discussed the research design, research locale,
Research Design
Descriptive in the since that it is used to describe the emotional intelligence and the
Eastern Samar.
Research Locale
This study was conducted on the selected secondary schools of the Southern
part of the Division of Eastern Samar during the School Year 2017-2018.
The respondents of the study were Junior High School Mathematics Teachers
in the Southern part of the Division of Eastern Samar whom were employed as
Therefore there were 57 respondents of this study. Below are the Selected Schools
Agricultural School
High School
Total 57
Instrumentation
This study used a standardized questionnaire divided into three parts, Part I
Emotional Intelligence Inventory adopted and modified from the study of Bar-on
(1997). The assessment tool was composed of 30 statements five per aspect.
Wherein the respondents will assess themselves whether they strongly agree as the
highest and strongly disagree as the lowest from the statements provided. Part III
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adopted and modified from the school based classroom management observation
Instrument Validation
Prior to the actual conduct of the study, the researcher conducted a dry run of
questionnaire. This was distributed to 30 elementary school teachers who are non-
respondents of the study, in order to determine if there was still a need to revise the
questionnaires. The instrument was pre-tested last February 2018. This procedure
helped the researcher to determine if there was still a need for revision of the
evaluation tools.
permission from the Schools Division Superintendent and from the principals of the
selected schools in the southern part of the Division of Eastern Samar. This was
respondents to ensure 100% retrieval and explain unto them on some items which
Measurement of Variables
The following variables were used in this study and are measured for better
understanding.
2 1.81-2.60 Low EI
3 2.61-3.40 Average EI
4 3.41-4.20 High IE
1 1.00-1.80 Poor
2 1.81-2.60 Unsatisfactory
3 2.61-3.40 Satisfactory
5 4.21-5.0 Outstanding
Analysis of Data
The data that was obtained from the survey questionnaire was consolidated,
organized and was tabulated in the distribution table. Frequency counts, percentage,
and mean were used in the treatment of data on the demographic profile, Emotional
management efficiency Pearson’s product correlation coefficient was used. The data
The null hypotheses of this study were tested at 0.05 level of significance.
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Chapter IV
This chapter presents the findings as well as the tables and the
Table 2 presents the data on the age of the respondents of this study. It can
be seen from the table that 17 or 29. 8% of the total population ages 41-50, 16 or
28.1 % ages 31-40, 13 or 22.8 % has ages 21-30, 8 or 14 % are on the ages of 51-
60 and 3 or 5.3 % are aging 61 and above. These data further shows that most of the
teachers handling Mathematics in the junior high school are between the ages 21-50
which is 80.7% of the total population, and thus only 19.3% of the population ages 51
and above.
21-30 13 22.8
31-40 16 28.1
41-50 17 29.8
51-60 8 14
Total 57 100
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Table 3 shows the gender of the teachers handling mathematics in the Junior
High School of the Division of Eastern Samar. It can be gleaned that out of 57
Male 17 29.8
Female 40 70.2
Total 57 100
Educational Attainment
teachers, it can be seen from the table that 44 or 77.2% of the total population are
Total 57 100
motivation which is “I usually able to prioritize important work and get on with it.” and
29 under Social Skill which says “ I am good with adapting and mixing with a variety
of people” has the lowest means of 3.3 which corresponding interpretation is Average
Emotional Intelligence, this indicates that these questions are the least agreed
and statement number 15 which says “ I can always motivate myself when I feel low”
yield the highest Means of 4.6 which equivalent Interpretation Is very High Emotional
Intelligence. These shows that these statements are the most agreed lines. It can
likewise be seen from the table that out of the five aspects of emotional intelligence,
which are Self-awareness, self-regulation, motivation, empathy and social skills. Self-
Regulation and Social Skills have the lowest total means of 3.9, which is interpreted
as High Emotional Intelligence. Empathy Has the Highest Total MPS of 4.2 with an
math teachers in the Southern part of Eastern Samar on the basis of the
consolidated responses. It can be perceived from the table that out 57 respondents
53 or 93% have high emotional intelligence. Bradberry (2017), on his book Emotional
Intelligence 2.0 mentioned that people with high EQs master their emotions because
they understand them, and they use an extensive vocabulary of feelings to do so.
While many people might describe themselves as simply feeling “bad,” emotionally
“downtrodden,” or “anxious.” The more specific your word choice, the better insight
you have into exactly how you are feeling, what caused it, and what you should do
about it. While 4 or 7% have very high Emotional Intelligence, these shows that these
balanced, curious and gracious Goleman (2006). None of the 57 respondents has
Table 6: Emotional Intelligence levels among Junior High School Math Teachers
Interpretations Frequency Percentage
High 53 93
Very High 4 7
Total 57 100
efficiency. It is reflected in the table that from the given statements, number 21 “ I
lowest mean score of 3.0 with equivalent interpretation of satisfactory only. While
certain amount of flexibility for a better class dynamics.” Has the highest mean score
Table 7: Profile of the Classroom Management Efficiency of Junior High School Math
Teachers
Statements Mean Interpretations
1 .Presents the minimum content of his/her subject matter, tailored to the 3.7 VS
students’ knowledge
2. I am easily accessible (tutorials, e-mails, etc.) 4.2 VS
3. I allow the student to organize and distribute part of the assignments to 3.9 VS
be performed in the subject I handle.
4.I provides clear information about objectives, bibliography, tutorials, 4.0 VS
contents, and assessment methods in the subject's curriculum
5. I inform the students of the competencies they will be expected to 4.2 VS
acquire.
6.I provides my students with scientific information that allows them to gain 4.2 VS
a better and deeper understanding of the subject matter
7. I present the contents of my lesson following a clear and logical 4.0 VS
framework, highlighting the important aspects.
8. I allows and encourages student participation 4.6 O
9. For me it is important to promote individual work 4.5 O
10. I promote teamwork in my class. 4.6 O
11. I always relate the teachings to the professional environment. 4.2 VS
12. I provide initial and final overviews of the session and/or subject in 4.5 O
class.
13 Encourages student interest and the motivation to learn. 4.5 O
14. Fosters research and a critical spirit in students. 4.5 O
15. Facilitates student-student and student teacher interaction. 4.1 VS
16. Attends and responds clearly to questions asked in the class. 4.5 O
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the Junior High School Math Teachers in the Southern Part of Eastern Samar. It can
be seen from the table that none of the teacher respondents obtained a poor,
satisfactory and unsatisfactory Rating. Thus out the 57 respondents there are 44 or
Outstanding 13 22.8
Total 57 100
Table 9 shows the relationship between age and emotional intelligence it can
be deemed from the table that the computed correlation coefficient is 0.416 which
implies a moderate relationship between the two variables and computed p-value is
.039 which is less the critical level. This means that there is an implication of age in
29
the emotional intelligence of a person. This study is supported with the study of the
study of Faresilli et, al. (2008) the study reveals that older people are more likely
contribute to EI.
intelligence, it can be viewed from the table that based on the computed correlation
coefficient of 0.024 which implies a weak relationship between the variables and a p-
value of .859 that indicates that gender has no significant bearing over emotional
may have a very low or very emotional intelligence. This study is in contrast with the
study of Sumiya (2009) wherein he found out that there is a significant relationship
between emotional intelligence among male and female. And based on the
0.24. The result was also in opposite on the study of Kashami (2012) wherein he
30
degree.
management efficiency of the Junior High School Math Teachers in the southern part
of the Division of Eastern Samar. It can be reflected in the table that emotional
0.115 which implies a weak correlation between the two variables and a p- value of
0.396 resulting to a not quite statistically significant between the dependent and the
independent variables at 5% level of significance. Accordingly with this result the null
hypothesis set on this study which state that “There is no significant relationship
Junior High School Mathematics Teachers in the Southern Part of the division of
Eastern Samar is accepted. This means that no matter how high or low the emotional
efficiency.
STE science teachers it was also found out that there is no significant
means that even if a teacher has low EI, there is still a chance that he will
31
prefer student-centered approach meanwhile, it may be the same with a teacher who
has an average or high EI, and he may still choose a teacher-centered approach.
Chapter V
This chapter summarizes the results of the study; this also includes the
Summary
teachers in the southern part of the division of Eastern Samar in terms of:
a. Age
b. Gender
c. Educational attainment?
in terms of:
a. Self-awareness
b. Self-Regulation
c. Motivation
d. Empathy
e. Social Skills?
School Math Teachers in the Southern Part of thy Division of Eastern Samar?
The data collected are statistically treated using mean, percentage for the
On the bases of the data and results presented and discussed the results of
In terms of age, it is reflected that most respondents are on the ages 31-50,
which is 57.9% of the total population of the study, as to the gender, females have
the largest population which is 70.2% of its total. Thus, when comes to their
educational attainment there are still more teachers whom are baccalaureate degree
It is found out that 53 or 93% of the junior high school math teachers in the
population has very high EIs and none are rated average and below. However in
terms of the aspects of EI teachers has to work on their self-regulation and social skill
for it is revealed that these two aspects obtained the lowest mean scores of 3.9.
From this study it is found out that most junior high school math teachers has
them has this rating the rest are outstanding and non are below the acceptable
rating.
34
This study further explains that among the predictors of demographic profile
only age hold statistically significant to the emotional intelligence of the respondents
to emotional intelligence this was confirmed the equal correlation coefficient of 0.024
coefficient was 0.115 and a p-value of 0.396 resulting to the acceptance of the null
Conclusions
Based on the findings of the study the following conclusions are drawn:
Many junior high school teachers handling mathematics in the southern part of
the division of eastern Samar are between ages 21-50. A large portion of its
population are females because less males take education courses as their priority
degree course and still more teachers under this division are baccalaureate degree
holders due to compacted schedules. Most of the respondents of this study have
high emotional intelligence considerably because most are already in the of reason.
The level of classroom management efficiency of many junior high school math
teachers in the southern part of the division of eastern Samar is very satisfactory.
The high emotional intelligence of junior high school math teachers in the southern
part of the division of eastern Samar has no significant effect on their very
Recommendations
Based on the findings and conclusion derive. The researcher would like to
2. Researchers may conduct a study that would examine the role of social
and students.
efficiency.
Chapter VI
References
Day and Caroll, (2004). The Effects of Emotional Intelligence, Age, Work Experience
and Academic Performance”, 2004, University of Florida: St. Petesburg
Jie, Qi, (2012)” The Role of Chinesse Normal Universities in the Professional
Development of Teachers”, 2012, University of Toronto: Canada
Kristin Ellorin Tamayo (2017). The Relionship of Emotional Intelligence & Classroom
Management of Science Teachers of Pangasinan. Pangasinan Philippines
Mafuzah, Mohammad and Juraifa, Jais, (2015) “Emotional Intelligence and job
Performance: A study Among Malaysian Teachers. 2015, University of
Tenaga National.
Turkay Nori Tok, et. al, 2013“The Relationship between Emotional Intelligence and
Classroom Management Approaches of Primary School Teachers”, 2013,
National Education Management: Turkey
Van, Rooy et.al,(2005) “The Role of Trait Emotional Intelligence and Individual
Performance: A descriptive Study in Albaha University Saudi Arabia”, 2005
38
Appendices
39
APPENDIX A
JUDITH C. BOCO
OIC- Schools Division Superintendent
Division of Eastern Samar
Borongan, Eastern Samar
Ma’am:
Approval of the herein request is earnestly solicited. Thank you and more
power!
APPENDIX B
Dear Respondent,
In this regard, you were chosen as one of the respondents. Please feel
free to answer the herein attached questionnaire as honestly as you can. Rest
assured that your responses would strictly be held with utmost confidentiality.
APPENDIX C
I was given information on the nature and purpose of the study, reasons why I
am selected, the risks and benefits of my participation, my rights as a respondent
such as stopping my participation anytime without need of explanation, answering
those I know and willing to answer, knowing the results of the study, confidentiality
and anonymity of my identity. I have given consent also to the researcher to record
interviews and conversations related to the research.
________________________________
Name and Signature of Respondent
______________________
Date of Signing
42
Name:_________________________________________Age:___________
Direction: Please answer each statement below by putting circle around the number
that best reflects your degree of agreement or disagreement with each
statement. There are no wrong or right answers, answer them honestly
and carefully. Please refer to the legend below on your state of agreement
or disagreement.
4-----------Agree 2 Disagree
3------ Undecided
5---------Strongly Agree 1-----Strongly Disagree
Statements 5 4 3 2 1
Self-Awareness
1. I realize immediately when I lose my temper.
2. I know when I am happy.
3. I usually recognized when I am stressed.
4. When I am being emotional I am aware of this.
5. When I feel anxious, I usually account for the reasons.
6. Awareness of my emotions is very important to me at all times.
Self-Regulation
7. I can reframe bad situations quickly.
8. Others can rarely tell what kind of mood I am in.
9. I rarely “fly off the handle” of other people.
10. I rarely worry about work or life in general.
11. I do not let stressful situations/people affect me once I have
left work.
12. I can supress my emotions when I need to.
Motivation
13. I believe in “Actions this day”.
14. I usually able to prioritize important work and get on with them.
15. I can always motivate myself when I feel low.
16. I always meet deadlines
17. I never waste time.
18. Motivation has been the key to my success
Empathy
19. Reasons for disagreement are always clear to me.
20. I can sometimes see things from others points of view.
21. I can understand why my actions offend others.
22. I can understand if I am being unreasonable.
23. Other individuals are not difficult just different.
24. I am a good listener.
Social Skill
43
Direction: Please asses your classroom management by checking the cell on each
column that best describe your skill. Rate yourself honestly and
responsibly. You may refer to the legend below in giving your self-rating.
5------Strongly Agree
4- Agree
3--------Undecided
2----Disagree
1-------Strongly Disgree
Statements 1 2 3 4 5
1 .Presents the minimum content of his/her subject matter,
tailored to the students’ knowledge
2. I am easily accessible (tutorials, e-mails, etc.)
3. I allow the student to organize and distribute part of the
assignments to be performed in the subject I handle.
4.I provides clear information about objectives, bibliography,
tutorials, contents, and assessment methods in the subject's
curriculum
5. I inform the students of the competencies they will be
expected to acquire.
6.I provides my students with scientific information that allows
them to gain a better and deeper understanding of the subject
matter
7. I present the contents of my lesson following a clear and
logical framework, highlighting the important aspects.
8. I allows and encourages student participation
9. For me it is important to promote individual work
10. I promote teamwork in my class.
11. I always relate the teachings to the professional
environment.
12. I provide initial and final overviews of the session and/or
subject in class.
13 Encourages student interest and the motivation to learn.
14. Fosters research and a critical spirit in students.
15. Facilitates student-student and student teacher
interaction.
16. Attends and responds clearly to questions asked in the
class.
17. I adequately attend to the tutorial requested of me.
18. Maintains an objective and respectful position with the
students.
44