EMOTIONAL INTELLIGENCE AND JOB

PERFORMANCE: A STUDY AMONG SAPAD

LANAO DEL NORTE TEACHERS

BY:

Sittie Mae A. Samporna

MAED- Educational Management
 Chapter 1

THE PROBLEM

INTRODUCTION

Teachers are among the major actor whose roles are principally centred to

shaping the countrys future. In exercising their functions, they have to play the

multifarious roles of a classroom manager, counsellor, motivator, leader, model, public

relations specialist, parent surrogate, and instructor (Navaro, et al. 1998:14)

Due to their active roles, teachers are constantly challenged by their working

surrounding such as adapting a new curriculum, disruptive students, heavy workloads,

hectic working environments, insensitive administrators, and students parents

expectation (Ishak, Iskandar&Ramli, 2010). Such environments create psychological

distress (Kokkinos, 2009 Malach-Pines, 2005: Skaalvik&Skaalvic, 2007),

discontentment and emotional outburst or emotional fallout among teachers (Idris,

2003; Noriah et al., 2006; Ishak et.al. 2010), and choose early retirement (Cano-Garcia,

Padilla-Munoz, & Carrasco-Ortiz, 2005: Hakanen, Bakker, &Schaufeli, 2006).

Recently, some literature authors have begun to explore the role of emotions and

Emotional Intelligence (EI) in education as a means to improve performance (Arnold,

2005; Jennings & Greenberg, 2009; Rohana, Kamaruzaman, &Zanariah, 2009; Sutton,

2004; Najmuddin, Noriah, &Mohamad, 2011). Interestingly, Corcoran &Tormey,

(2012) found that EI contributes positively toward the teaching role. Specifically,

researchers assert that employees EI can predict work related outcomes, such as job

satisfaction and job performance (Bachman, Stein, Campbell, &Sitarenios, 2000;

Prati,Douglas, Ferris, Ammeter, & Buckley, 2003; Wong & Law, 2002).

Emotions are what drive people and can also lead it astray. No matter how

logical, reasonable and rational a person thinks, it is the emotions that motivate and

propel him. Emotional intelligence involves a set of skills that defines how effectively a

person perceives, understand, use and manage his own and others feelings. It is the

most important factor in how well you get on with others professionally as well as
personally (Hasson, Gill.Brilliant Emotional Intelligence. Pearson Education Limited,

2012).

Many experts now believe that a persons emotional intelligence quotient (EQ)

may be more important than their IQ and is certainly a better predictor of success,

quality of relationships, and overall happiness.

Teachers who are skilled at valuating their own emotions are better in

communicating their needs and they would be able to be more concern towards their

own feelings in order for them to accomplish their goals resulting better performance

(George, 2000; Day & Carroll, 2004). They also tend to be more attractive to others

needs and provide emotional support to gain cooperation with others to achieve a

common task and good performance. Previous studies have shown that teachers with

high emotional intelligence demonstrate outstanding performance (Hayashi &Ewert,

2006; Arnold, 2005). Teachers are increasingly found to be no longer professional and

discouraged in their (Louis, 1998). Therefore, this study aims to provide an

understanding about the linkage between EI and teachers job performance among

elementary public school teachers at SapadLanaodelNorte.

Theoretical Framework

Emotional Intelligence

The capacity to reason about emotions to enhance thinking. It includes the ability to

accurately perceive emotions, to access and generate emotions so as to assist thought, to

understand emotions and emotional knowledge, and to reflectively regulate emotions so as to

promote emotional and intellectual growth (Mayer, Salovey, & Caruso 2004, p. 197).

Emotional intelligence (EI) has recently attracted a lot of interest in academic research (Dev et

al., 2012; Goleman, 2001; Mayer et al., 2000; Petrides&Furnham, 2003; Schutte et al., 2009;

Stough, Saklofske, & Parker, 2009). Woolfolk, et al (2008) defined EI as the ability to process

emotional information accurately and efficiently, EI has also been defined as an ability for

recognizing ones own feeling better than others, motivated ourselves and good in managing

own emotions and relationships (Goleman, 2005). Goleman (1997) and Higgs, (2000) agreed
that EI is about own feeling and being able to handle those feelings; being able to motivate

ourselves to get jobs done, be creative and perform at our level best; be sensitive and able to

handle relationships effectively.

Dimension of Emotional Intelligence (EI)

SELF-AWARENESS.Know ones emotions, strengths, weaknesses, drives, values and

goals and recognize their impact on others while using gut feelings to guide decisions.

SELF-REGULATION.Manage or redirect ones disruptive emotions and impulses and

adapt to changing circumstances.

SOCIAL SKILL.Manage others emotions to move people in the desired direction.

EMPATHY.Recognize, understand, and consider other peoples feelings especially

when making decisions

Job Performance

"Job performance is the total expected value to the organization of the discrete

behavioural episodes that an individual carries out over a standard period of time. Other than

that, it is also an individual output in terms ofquality and quantity expected from every

employee in a particular job, this shows that an individual performance is most of the time

determined by motivation and the will and ability to do the job. " (Motowildlo, 2003, p. 42) Jex

(2002) defined job performance as all behaviors that employees engage at work. Goleman

(2005) asserted that EI enhance performance and effectiveness of individuals. Scullen, Mount

& Goff, (2000) stated that job performance act as an important concept in organizational

practice and research. It also acts as the main role in most personnel decisions such as merit-

based payment, promotion and retention of employees by enabling people to nurture positive

relationships at work, work effectively in teams, and build social capital. Work performance

often depends on the support, advice, and other resources provided by others (Seibert,

Kraimer&Liden, 2001). Carmeli (2003) stressed that employees with a high level of clead to

improved job performance.

Conceptual Framework

This research is formulated on the concept that teachers emotional intelligence

and job performance are related to each other and that said variables are likewise related

to age, gender, current grade level handling, and number of years in service.

This study has identified three variables, the first variable are the profile of the

respondents which is identified as an independent variable. The respondents profile has

the following components: age, gender, current grade level handling, and number of

years in service. In this category, age refers to their life of existence, gender is classified

into male and female, current grade level handling refers to their advisory class, and

number of years in service refers to the number of years teaching in DepEd or public

school.

The second variable which is also an independent variable is the teachers emotional

intelligence that contains the following categories: self-regulation, self-awareness, self-

motivation, social skill, and empathy.

The third variable which is a dependent variable is the teachers job performance

through their Individual Performance Commitment and Review Form (IPCRF) from the

previous year.
PROFILE EMOTIONAL INTELLIGENCE

a. Age a. Self-regulations
b. Sex b. Self-awareness
c. Current c. Self-motivation
JOB PERFORMANCE
Grade level d. Social Skills
handling e. Empathy
d. Years in
Service

Figure 1.Schematic Diagram of the Study

Statement of the Problem

This study aims to find out the significant relationships of the teachers

emotional intelligence and their job performance. All of the respondents are basically

public teachers. This study also aims to let the teachers or even the administrators of the

school determine the teachers level of emotional intelligence in terms of self-

regulation, self-awareness, self-motivation, social skills, and empathy; and how these

emotional intelligences affect the teachers job performance base on their Individual

Performance Commitment and Review Form (IPCRF). By determining these

mechanisms, it can give the teachers or the administrators new ideas of action planning

for the enhancement of their job performance through improving their levels in different

aspects of emotional intelligence.

Specifically, it sought to answer the following questions:

1. What is the respondents profile in terms of:

a. Age
b. Gender
c. Job Designation
d. Years in Service?

2. What is the respondents emotional intelligence in terms of:

a. Self-regulations
b. Self-awareness
c. Self-motivation
d. Social skills
e. Empathy?

3. Is there a significant difference between respondents profile and emotional

intelligence?

4. What is the respondents job performance?

5. Is there a significant difference between respondents profile and job

performance?

6. Is there a significant relationship between respondents emotional

performance and job performance?
Hypotheses

The null hypotheses were formulated and tested at .05 level of significance:

1. There is no significant difference between profile and emotional

intelligence.

2. There is no significant difference between profile job performance.

3. There is no significant relationship between emotional intelligence

and job performance.

Significance of the Study

This study seeks to know the emotional intelligence of elementary public school

teachers in SapadLanaodelNorte and its relation to job performance. As such, the

findings are deemed beneficial to the following:

Teachers.They are the direct beneficiaries.The finding of the study would

provide them awareness on their level of emotional intelligence and how it would affect

their job performance. These results will guide them on how to improve their emotional

intelligence which in effect can increase their job performance.

School Administrators.This could help them understand the impact of

emotional intelligence in the performance of the teachers. Eventually, this could give

them new ideas about organizing various programs or supports that are beneficial to the

teachers with regards to motivating them in having good performance. The results will

guide them in the formulation of the policies for the improvement of the curriculum.

Parents of the pupils inSapad Elementary Public Schools. The findings will

make them realize the importance of emotional intelligence and how teachers can

achieve quality performance in providing knowledge to their children. The results of

this study will help them understand the teachers more since the strengths and

weaknesses of teachers emotional intelligence will be revealed.

 Pupils of Iligan City East Central School.In every action that will be taken by

teachers, school administrators and parents, they will be the first wholl be benefited. It

is really important to deliver a quality education for the pupils and in this respect the

teachers must always exert their highest performance in doing so. The pupils will have

a better and improved learning if the teachers can improve their emotional intelligence

that can lead to a better job performance.

Educational Researchers.Lastly, this study will also benefit future academic

researchers. The instrument which will be used in this study can be expanded, refined

and further validated to become a more effective instrument for studying teachers

emotional intelligence and job perfrmance.

Scope and Limitation

This study is limited about the emotional intelligence and job performances of

elementary public school teachers in SapadLanaodelNorte.

The schools covered will be limited to the four complete elementary schools of

the said district, namely: (1)Sapad Central Elementary School, (2) Sapad Elementary

School, (3) Panoloon Elementary School, (4) Katipunan Elementary School. Hence, the

respondents were limited to 178 teachers.

The respondents variables considered were limited to the respondents gender,

age, current grade level handling and number of years in service.

Lastly, the tools used in determining the emotional intelligence was limited to a

questionnaire drafted from Daniel Golemans theory of EI and the teachers previous

IPCRF designed by the Department of Education (DepEd).

 There are 25 grade V pupils and 25 grade VI pupils. The total number of the

pupil respondents is 50. They are all Sendong survivors. The study was conducted in

Iligan City East Central School, Tambo, Iligan City.

This study is further limited to the reading comprehension of the pupils.

Likewise, it sought to know whether their coping mechanisms and other factors have an

effect in their reading comprehension.

Definition of Terms

For the understanding of this study and for a uniform level of reference for both

the researcher and reader, the following terms are hereby defined conceptually and/or

operationally.

Emotional Intelligence.Daniel Golemans model (1998) focuses on EI as a

wide array of competencies and skills that drive leadership performance, and consists

of self-regulation, self-awareness, self-motivation, social skills, and empathy.

Job Performance.This refers to the level of teaching performance of the public

elementary school teachersinSapadLanaodelNorte during school year 2016-2017 as

indicated in the Individual Performance Commitment and Review Form (IPCRF).

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The readings presented in this chapter serve as background for the present study.

This is divided into two parts, namely: related literature and related studies.

Related Literature

As early as 1920, for instance, E.L. Thorndike described social intelligence as

the skill of understanding and managing others. Howard Gardner in 1983 described the

idea of multiple intelligences, in which interpersonal intelligence (the capacity to

understand the intentions, motivations and desires of other people) and intrapersonal

intelligence (the capacity to understand oneself, to appreciate ones feelings, fears and

motivations) helped explain performance outcomes.

The first use of the term emotional intelligence is often attributed to A Study

of Emotion: Developing Emotional Intelligence from 1985, by Wayne Payne. However,

prior to this, the term emotional intelligence had appeared in Leuner (1966). Stanley

Greenspan (1989) also put forward an EI model, followed by Salovey and Mayer

(1990), and Daniel Goleman (1995). A distinction between emotional intelligence as a

trait and emotional intelligence as an ability was introduced in 2000.

Stanley Greenspans theory of Six Developmental Levels (Stages) of the Mind

Process consists of six specific stages that together illustrate how a one translates the

raw data of her senses and inner feelings into images that represent them both to herself

and others, and these are: Stage 1, Security and the Ability to Look, Listen, and Be

Calm, which is the first developmental skill is the ability to be calm and regulated and

at the same time interested and engaged in the world or environment, Stage 2, Relating:

The Ability to Feel Warm and Close to Others, in which ability to relate to others in a

warm and intimate manneroccurs. Stage 3, Intentional Two-Way Communication

Without Words, wherein the developing the capacity to focus and relate to others which

allows people to begin communicating with wilful intention through facial expressions,
gestures, and body language. Stage 4, Solving Problems and Forming a Sense of Self,

begin to develop more advanced skills in relating to others and building an internal

sense of who they are. Stage 5, Emotional Ideas, in which people master the ability to

engage others with intention through their emotions and behaviors, they move on to the

fifth stage of development that involves learning to form mental pictures or images of

their wants, needs and emotions and lastly, Stage 6, Emotional Thinking, and that is the

final developmental stage usually begins, and involves taking the mental images from

the previous stage and building bridges between them.

According to Mayer and Salovey, Emotional Intelligence includes the ability to

engage in sophisticated processing about onee own and others emotions and the ability

to use this information as a guide to thinking and behaviour, that is, individuals high in

emotional intelligence pay attention to, use, understand and manage emotions, and these

skills serve adaptive functions that potentially benefit themselves and others.

In the context of the emerging effective revolution in social and organizational

psychology EI is considered to be playing a significant role in the work environment

(Kafetsios and Zampetakis, 2008). Emotional intelligence indicates an ability to monitor

one's own and others' feelings and emotions, to discriminate among them and to use this

information to guide one's thinking and actions (Huy, 1999). Following to the existing

literature (Mayer and Salowey, 1995), emotional intelligence is considered to be

composed of a one`s ability to recognize as emotional recognition and regulate

emotions as emotional regulation (Reus and Liu, 2004: 255). Researchers specifically

poropose that such an ability can predict work related outcomes, such as job satisfaction

and job performance (Sy et al., 2006). Interpersonally, use of emotion and being aware

of ones own emotions can lead to regulating stress and negative emotion so that one

can perform better at work(Kafetsios and Zampetakis, 2008,713). Thus theories of

emotion in organizations (i.e., Affective Events Theory,) suggest that affective states at

work are key vehicles of personality and organizational influences on job satisfaction.
Indeed there is accumulating evidence that EI affects job satisfaction (e.g., Sy et al.,

2006).

Internal and External Satisfaction Job satisfaction is generally classified into two

dimensions as internal and external. Internal job satisfaction is an internal desire to

perform a particular task; people do certain activities because it gives them pleasure, it

develops almotivation refers to engaging in an activity for itself and for the pleasure and

satisfaction derived from participation (Vallerand, 2004: 428). External factors were

defined as those external benefits provided to the professional by the facility or

organization. External factors external to the individual and unrelated to the task they

are performing. Examples include money, good grades, and other rewards. When

externally motivated, individuals do not engage in the activity out of pleasure but rather

do so to derive some kind of rewards that are external to the activity itself (Vallerand,

2004: 428). Several early studies show that positive performance feedback enhances

internal motivation whereas negative performance feedback diminishes it (Ryan and

Deci, 2000).

Researchers have adopted various perspectives for studying performance. On the

most general level one can differentiate between three different perspectives: (1) an

individual differences perspective which searches for individual characteristics (e.g., general

mental ability, personality) as sources for variation in performance, (2) a situational

perspective which focuses on situational aspects as facilitators and impediments for

performance, and (3) a performance regulation perspective which describes the performance

process. These perspectives are not mutually exclusive but approach the performance

phenomenon from different angles which complement one another. In this section, we will

present these three perspectives and the core questions to be addressed by each perspective

in detail. We will summarize the major theoretical approaches and findings from empirical

research and will describe the practical implications associated with these perspectives. Table

1.1 presents an overview of these three perspectives. There is a large body of research which

showed that motivation is essential for performance. Motivational constructs related to

performance can be partly subsumed under the individual differences perspectives (e.g., need
for achievement), partly under the situational perspectives (e.g., extrinsic rewards), and partly

under the performance regulation perspective (e.g., goal setting). We will refer to some of the

most relevant motivational approaches within each perspective. However, a thorough review

of the motivational literature is beyond the scope of this chapter. Interested readers may refer

to Ambrose and Kulik (1999) and Kanfer (1992) for overviews.

Related Studies

Studies supporting the present endeavour are briefly discussed below.

The study of HulyaGunduz(2012) onEffects Of Emotional Intelligence On Job

Satisfaction: An Empirical Study On Call CenterEmployees showed that emotional

recognition was positively and significantly related to internal satisfaction. It is found

there is no direct statistical association between emotional regulation, the second

dimension of emotional intelligence, and internal satisfaction. However, this result does

not suggest that emotional regulation has no relationship to internal satisfaction; rather,

emotional regulation is likely to influence the internal satisfaction via emotional

recognition considering the high correlation between them. The results of this study, al

job satisfaction, are similar to the findings of Wong and Law (2002) and Sy et al.

(2006). The findings imply that employees with high EI are more adept at identifying

and regulating their emotions. The ability to understand their emotions could imply that

employees with high EI are more aware of the factors that contribute to their experience

of positive and negative emotions which ultimately results with higher internal

satisfaction.

These results provide no empirical evidence in support of the relationship

between emotional intelligence and external job satisfaction. This means that emotions

and emotional intelligence don`t have role external dimension of job satisfaction which

involves monetary rewards and promotions, salary and regulations..

Another study done by MafuzahMohamad (2015) on Emotional Intelligence and

Job Performance: A Study AmongMalaysian Teachers which is a study addresses the

gap in the literature by investigating the role of emotional intelligence in teachers job

performance. This study analyses the relationship between emotional intelligence (EI)
which consists four dimensions: self-regulations, self-awareness, self-motivation and

social skill (relationship management) and job performance.

The study highlights the importance of emotional intelligence. It appears that the

four domains (self-awareness, self-regulation, self-motivation, empathy, and social

skills) of emotional intelligence have a greater impact on teachers job performance. In

order to sustain high performance and competitive advantage, emotional intelligence

should be developed and improved through a systematic and consistent approach

(Perkins, 1995; Bar-On,1997; Cooper &Sawaf, 1997; Cherniss&Goleman, 1998;

Goleman, 1998). Therefore, it is recommended thatorganizations develop training

programs in improving emotional competencies of their managers and workers in

theorganization. Organizations should recognize the significant role of emotional

intelligence in developing human capital that leads to a high-performing workforce.

 Chapter 3

RESEARCH METHODOLOGY

This chapter provides the research methodology employed in this study. Hence,

this includes the research design, the locale of the study, the respondents and sampling

procedure, research instruments used, and the statistical techniques used in the analysis

of the obtained data.

Research Design

This study was conducted in order to measures the relationship between

emotional intelligence and job performance among public school teachers in Sapad,

Lanaodel Norte.

In coming up with the analysis of the data, the researcher utilized the

descriptive- correlational research method using quantitative approach. It is descriptive

because it aims to identify the level of emotional intelligence of the respondents.

Further, it is correlational because testing of the hypotheses will determine the

significant relationships between the independent and dependent variables.

Locale of the Study

This study was conducted at public elementary and primary schools at Sapad,

LanaodelNorte. Sapad is a fifth municipal income class municipality which is divided

into 17 municipalities and it has 10 public elementary schools and 2 public primary

schools.

Respondent of the Study

The respondents of this study were randomly chosen from the one hundred

forty-three (1430 teachers the four selected elementary public school teachers in the

municipality of Sapad, LanaodelNorte. They are described according to their

demographic profile such as age, gender, current grade level handling, and number of

years in service.

Sampling Design

The study used Simple Random Sampling in determining the samples of the

study. All public elementary and primary school teachers in the municipality of Sapad,

LanaodelNorte were respondents of this study.

Data Gathering Procedure

The first step used was to ask permission from the school head to conduct the

survey through a request letter. Upon the approval, the researcher will retrieve the

request letter. The principal or school head call up the teachers who will participate in

the conduct of survey.

The researcher will personally administer the research instruments to the

respondents. They will confer and discuss the significance of the study.in administering

the survey, the researcher use time allotment to avoid distractions of class discussions.

After the data gathering, the researcher now collected it for tallying the scores

and to apply the statistical treatment to be used in the study.

Research Instruments Used

The Personal Data Sheet.This tool was purposely constructed by the

researcher to get some personal information of the respondents. The personal

information involved the respondents personal and professional attributes.

Emotional Intelligence Likert Scale.This tool is will be used to get the

teachers emotional intelligence.

 Individual Performance Commitment and Review Form (IPCRF). This

rating scale is based on the Civil Service Commission Memorandum Circular No. 06,

series of 2012 that sets the guidelines on the establishment and implementation of the

Strategic Performance Management System (SPMS) in all government agencies. The

tool was used in order to gather the data about the teachers job performance.

STATISTICAL TREATMENT

` The following statistical tools were used in this study:

Percentage and frequencyfor data involving the personal profile of the

respondents which in effect would answer question number

Pearson Product Moment-Coefficient product of correlation (Pearsons

r).This will be used to establish the significant relationships between the variables used

in the study.

T-testto determine probability of difference between variables of this study.