Emotional Intelligence and Experiences: Their Relationship to Teaching Performance

Teachers have a significant impact on the lives of their students. They contribute significantly to the foundation of education. Teachers’ teaching experiences, emotional intelligence, and teaching performance impact the teaching-learning process’s effectiveness. This quantitative study aimed to investigate the relationship between the teachers’ profiles, experience, level of emotional intelligence, and teaching performance. It also investigated if there was a significant relationship between the variables. Google Forms was used to distribute the survey questionnaires and employed a descriptive- correlational design. The statistical treatments were frequency counts, percentages, and mean, which were used to describe the demographic profile of the respondents. A weighted mean was used to assess the effectiveness of the teaching experience in terms of the use of online resources, the teaching-learning process, student outcomes, community involvement, and professional growth and development. In addition, the weighted mean was also used to assess the emotional intelligence of the respondents. Furthermore, Pearson’s Product Moment Correlation and the Chi-square test were also used to test the relationships between the variables. To find out the significance of the correlation made, the p-value was interpreted accordingly. The study’s findings revealed the existence of strong and highly significant relationships between variables. As a result, emotional intelligence and experience were significantly related to teachers’ teaching performance. It was recommended that District supervisors, principals, and school heads collaborate with Non-Governmental Organizations (NGOs) or corporate donors to establish a fund for teachers’ post-graduate studies that will encourage and support them in completing their degrees.