Emotional Intelligence of Teachers and Classroom Learning Environment of Public Elementary Schools in Panabo City Division

Abstract

Emotional intelligence of teachers is believed to have influenced on developing a positive classroom learning environment. However, this had never been explored in the local context. With this, the study determined the extent of emotional intelligence of teachers and the classroom learning environment of public elementary schools in Panabo City Division. Also, it investigated the association of the involved variables. With the use of probability sampling, 150 elementary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean and Product-Moment correlation. Results revealed that there was a high level of emotional intelligence among teachers and a high level of classroom learning environment. Furthermore, there was a significant relationship between the two variables. Based on the findings, it was further suggested that higher officials in the Department of Education and school principals may identify means on how to help teachers strengthen their emotional intelligence in order to develop a positive classroom learning environment. Apparently, the entire school need to work together to attain a healthy classroom learning environment.