Teachers’ Emotional Intelligence and English Students’ Self Efficacy, Anxiety and Academic Achievement

Abstract

The Teachers’ Emotional Intelligence and English Students’ Self efficacy, Anxiety and Academic Achievement was a study where the level of teachers’ Emotional intelligence was identified based on the perception of the English students, and how the level of students’ self efficacy, anxiety and academic achievement affected based on the students’ perception of the teacher’s emotional intelligen ce. It was conducted among the Grade 10 students of PQNHS during the School Year 2021 2022. The study was conducted to determine the level of teachers’ emotional intelligence as perceived by Grade 10 English students of PQNHS. Descriptive correlational des ign was used. There were 225 students who were respondents of the study. Based on the result, Teachers’ EI has a high level, this means that often teachers exhibited emotional intelligence behavior. Self efficacy was also high, which means students believe in themselves that they can do all the English tasks and activities in t he class. Anxiety has an average level. Students’ achievement has a high level. The result also showed that there was a significant relationship between the Teachers’ EI and students’ anxiety. With the Teachers’ EI and students’ self efficacy and achieveme nt, it was found out that there was no significant relationship. The factors that were highly correlated with students’ self efficacy, anxiety and achievement were emotional self awareness, emotional expression and emotional awareness of others. Hence, it is recommended that teachers may evaluate their emotions and attend seminar workshops to enhance their emotional intelligence.