Journal of Pedagogical Sociology and Psychology
Emotional quotient, work attitude and teaching performance of secondary school teachers
Edward Castro Jimenez 1 *
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1 Schools Division of City of Meycauayan, Demaprtment of Education, Bulacan, Philippines.
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2020 - Volume 2 Issue 1, pp. 25-35
https://doi.org/10.33902/JPSP.2020161079

Article Type: Research Article

Published Online: 14 Jun 2020

Views: 4462 | Downloads: 2313

ABSTRACT
The teacher, aside from the challenges he/she faces in everyday work, the rigors of student management and the mountain of paperwork, is also confronted with the task to be emotionally matured, exhibit positive work habits, and display high teaching performance. This study aimed to determine the emotional quotient, work attitude, and teaching performance of secondary school teachers. The study used a descriptive-correlational method of research. Seven hundred and sixty-eight (768) public secondary school teachers from four school division offices in Central Luzon, Philippines took part in the study. To determine the emotional quotient and work attitude of the respondents, the study used tools by Helgriegel, et al. (1992), and the Department of Education’s Competency Based-Performance Appraisal System for Teachers (CB-PAST) for the teaching performance. Analysis of the data is through frequency, percentage, mean, standard deviation, Pearson-r, and chi-square. The results showed that the emotional quotient of the secondary school teacher was “high”. The work attitudes of teachers in terms of sense of efficacy, sense of community, and a sense of professional interest was “very high”. In addition, the respondents also got a “very satisfactory” rating in their teaching performance. The teachers’ emotional quotient and their teaching performance were significantly correlated. The researcher also found significant correlations between teachers’ work attitude in terms of the sense of efficacy and their teaching performance. Further perusal revealed significant differences among the respondents’ work attitudes when grouped according to gender, educational attainment, and length of service. Based on the results, the researcher suggested pertinent implications for the study.
KEYWORDS
emotional quotient work attitude teaching performance secondary school teachers
In-text citation: (Jimenez, 2020)
Reference: Jimenez, E. C. (2020). Emotional quotient, work attitude and teaching performance of secondary school teachers. Journal of Pedagogical Sociology and Psychology, 2(1), 25-35. https://doi.org/10.33902/JPSP.2020161079
In-text citation: (1), (2), (3), etc.
Reference: Jimenez EC. Emotional quotient, work attitude and teaching performance of secondary school teachers. Journal of Pedagogical Sociology and Psychology. 2020;2(1), 25-35. https://doi.org/10.33902/JPSP.2020161079
In-text citation: (1), (2), (3), etc.
Reference: Jimenez EC. Emotional quotient, work attitude and teaching performance of secondary school teachers. Journal of Pedagogical Sociology and Psychology. 2020;2(1):25-35. https://doi.org/10.33902/JPSP.2020161079
In-text citation: (Jimenez, 2020)
Reference: Jimenez, Edward Castro. "Emotional quotient, work attitude and teaching performance of secondary school teachers". Journal of Pedagogical Sociology and Psychology 2020 2 no. 1 (2020): 25-35. https://doi.org/10.33902/JPSP.2020161079
In-text citation: (Jimenez, 2020)
Reference: Jimenez, E. C. (2020). Emotional quotient, work attitude and teaching performance of secondary school teachers. Journal of Pedagogical Sociology and Psychology, 2(1), pp. 25-35. https://doi.org/10.33902/JPSP.2020161079
In-text citation: (Jimenez, 2020)
Reference: Jimenez, Edward Castro "Emotional quotient, work attitude and teaching performance of secondary school teachers". Journal of Pedagogical Sociology and Psychology, vol. 2, no. 1, 2020, pp. 25-35. https://doi.org/10.33902/JPSP.2020161079
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