Emotional Competence, Level of Stress, and Teaching Performance

Abstract

ABSTRACT MAISOG, RIAN PESCADERO, San Agustin Institute of Technology, Valencia City, Bukidnon. Emotional Competence, Level of Stress, and Teaching Performance. This study evaluated the relationship between the emotional competence, level of stress, and teaching performance of the San Agustin Institute of Technology faculty. Specifically, this study aimed to: 1.) assess the level of emotional competence of San Agustin Institute of Technology teachers; 2.) identify the level of stress of San Agustin Institute of Technology teachers; 3.) ascertain the level of teaching performance of San Agustin Institute of Technology teachers; 4.) correlate the teaching performance, emotional competence, and level of stress; and 5.) identify the variables that best predict the level of teaching performance of San Agustin Institute of Technology teachers. A questionnaire for Emotional Intelligence and Competence was used, an adopted international research-based questionnaire was also used to measure the level of stress, and a questionnaire provided by the San Agustin Institute of Technology Personnel Manual to evaluate the teaching performance of the teachers. Descriptive statistics was used for the summary and analysis of the data including frequencies, percentage, means, and standard deviations. In addition, Weighted Mean was used to answer the first, second, and third objectives of the study, Pearson r coefficient correlation was used to correlate the variables, and Stepwise Regression Analysis was used to find out predictors of the study. The faculty of San Agustin Institute of Technology are emotionally highly competent, the respondents encountered moderate level of stress on their day-to-day teaching professions, and the teachers have high teaching performance. Emotional competence variables on self-regulation, self-motivation, empathy, social skills, and level of stress was found out to have significant relationship with the teaching performance. Study further revealed that self-awareness, self-regulation, self-motivation, empathy, social skills, and level of stress are the variables that best predict teaching performance.