Ely Thesis.docx

Chapter I INTRODUCTION

‘’Education is a tool for economic development”. It is not just considered merely as a form of consumption but is regarded as an important process in every society. (Mercinah and Nirmal 2016). If we define education in a nutshell, it is a constructive character change in a human being. It is commonly recognized that the economic value of education or its return move then the amount of money invested in it. It is an accepted fact that the quality of the nation depends upon the quality of education acquired by its citizens, which turned depends upon the quality of its teachers. Furthermore, quality teachers are dependent upon excellent teachers’ education and professional development. (Guskey 2000) pointed out that effective teachers’ education is the key to teacher’s ability to face educational change and handle various educational issues inside and outside the classrooms. Doyle as cited by Jie Qi (2012) recognizes the importance of professional development as one of the most effective means to enhance teachers’ professional skills and attitudes, create better schools and ultimately improve their teaching-learning process as well as student outcomes. However, teachers nowadays are affected and are triggered by a lot of social issues around them. These are teacher and family Issues, Teacher and co-workers relationship Issues and the like. And thus handling this is not mainly dependent on their maturity, but more so of their emotional intelligence. Emotional intelligence is the core and important factor for life success, and psychology also play a role interaction in the relation between the managers and their employees in the organization. Psilopanagioti and Niakas, (2012) stated that

2 emotional intelligence is very important for organization service sector outcome.Tthey further emphasized that individuals should compete but should be in control of their emotions under pressure and stress and through constraints (Psilopanagioti et al, 2012) find these contributing good understandings of emotional parameters that affect the process of work in are increasing in the service and its quality. In a study conducted by Day and Carroll (2004), experience was positively correlated with three of the four emotional intelligence scales, as measured by the Mayer-Salovey-Caruso Emotional Intelligence Test. Van Rooy, Alonso, and Viswesvaran (2005) examined the relationship between emotional intelligence and age using the 33-item Emotional Intelligence Scale. There was a significant positive correlation between emotional intelligence and age. Despite these findings, there is a limited amount of research that has examined the relationship between emotional intelligence and work experience. Intuitively, one might assume that emotional intelligence will increase as work experience increases. However, empirical research is needed to test this hypothesis. On the basis of the above mentioned findings the researcher tried to find out if there was a significant relationship between the Emotional Intelligence and the Classroom Management Competence of Junior High School Mathematics Teachers in The Southern Part of the Division of Eastern Samar Statement of the Problem This study aims to determine relationship between the Emotional Intelligence and the classroom management efficiency of Junior High School Math teachers in the Southern part of the Division of Eastern Samar. Specifically this sought to answer the following questions: 1. What is the demographic profile of the junior high school mathematics teachers in the southern part of the division of Eastern Samar in terms of:

3 a. Age b. Gender c. Educational attainment? 2. What is the level of the emotional intelligence of junior High School Mathematics Teachers in the Southern part of the Division of Eastern Samar in terms of: a. Self-awareness b. Self-Regulation c. Motivation e. Empathy d. Social Skills? 3. What is the level of Classroom Management efficiency of the Junior High School Math Teachers in the Southern Part of thy Division of Eastern Samar? 4. Is there a significant relationship between the demographic profile in terms of age, gender and educational attainment and the level of emotional intelligence of junior high school mathematics teachers in the Southern part of the division of Eastern Samar? 5. Is there a significant relationship between the Emotional Intelligence and the Classroom Management Efficiency of Junior High School Mathematics Teachers in the Southern Part of Division Eastern Samar?

Significance of the Study The outcome of this study hopefully contributed and added knowledge to the following individuals. To the Teachers. One major responsibility is dealing with students and other stakeholders at school, that they may be able to understand the feeling of others for them to be able to craft the best design that would cater differences.

4 To the Researchers. Outcome of this study is a great help to future researcher. In such a way that findings may serve as an additional reference to their future studies. To the Principals and School Heads. That they should provide In-School programs that would boost the emotional intelligence of their teachers in school. To the Schools Division Superintendent. As the division head, that they may formulate trainings focusing on variety of recent classroom management practices and improving teachers emotional social intelligence.

Scope and Delimitation of the Study This study dealt on the relationship between the emotional intelligence and the classroom management efficiency of junior high school mathematics teachers in the southern part of Eastern Samar. This study was limited to Secondary School Teachers Teaching junior High Schools with permanent teaching position of the calendar year 2017. The emotional Intelligence was measured and categorized whether very low, low, average, high and very high emotional intelligence, based on the questionnaire provided for the respondents to answer, and the Classroom Management efficiency will be measured using the appropriate statistical tool. The method that was be used in this study was descriptive correlational survey wherein questionnaires was utilized and distributed in order to collect data from the respondents.

5 Definition of Terms The following terms are defined conceptually and operationally for clear and easy understanding of this study. Age. Refers to the period of time where someone has existed (Geddes and Grosset, 2010). In this study this refers to numerical count on the days of existence of my respondents from the year he/she was born up to the present year. Classroom Management. This refers to the wide variety of skills and techniques that teachers used to keep students organized, orderly, focused, attentive on task, and academically productive during class (ed. Glossary.org, 2017). In this study, this will refer to the techniques and strategies the respondents employ in his or her teaching and learning activity. Educational Attainment. This refers to the highest educational endeavour that the respondents of this study have acquired. Emotional Intelligence. This refers to the key of understanding human behaviour. It is being able to monitor and manage our own feelings and the feelings of others as well, and emotions to discriminate among them, and to use this as guide to our thinking and action. (Labutap et al. 2010). In this study this will be one of our predictors which will be determined from our respondents. Empathy. This refers to putting oneself in ones shoes (www.mindtools.com). In this study this is one of the aspects of emotional intelligence which may affect the independent variable of this study. Gender. This state of being male or a female (Geddes and Grosset). In this study this will refers to the biological identity of our the respondents.

6 Motivation. This refers to the mental function that produces, sustains and regulates behavior in humans and animals. (Geddes and Grosset). An aspect of emotional intelligence which may have an effect on the classroom management efficiency. Self-Awareness. This is knowing how you feel, and you know how your emotions and your actions can affect the people around you (www.mindtools.com). Self-Regulation. This refers to staying oneself in control. (www.mindtools.com) Social Skills. This refers to how oneself manage skills and resolve conflicts diplomatically. (www.mindtools.com)

7 Chapter II REVIEW OF RELATED LITERATURES AND STUDIES

The content of this chapter provide the review of related literature and studies which is very useful in the acquisition of insights on emotional intelligence and its relationship to the Classroom Management Efficiency of Secondary School Teachers in the Southern Part of the Division of Eastern Samar.

Related Literature

Emotional Intelligence. Caruso and Salovey 2004, in their article wrote that emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the self and in others, use emotions to facilitate performance, understand emotions and emotional knowledge, and regulate emotion in the self and in others. Thus (George, 2018) said that emotional intelligence essentially describes the ability to effectively join emotions and reasoning, using emotions to facilitate reasoning and reasoning intelligently about emotions. In other words, emotional intelligence taps into the extent to which people’s cognitive capabilities are informed by emotions and the extent to which emotions are cognitively managed. Additionally, it should be pointed out that emotional intelligence is distinct from predispositions to experience certain kinds of emotions captured by the personality traits of positive and negative affectivity. There are at least four major aspects of emotional intelligence: the appraisal and expression of emotion, the use of emotion to enhance cognitive processes and decision making, knowledge about emotions, and management of emotions. Kelly (2011) in his article emphasized the used of emotional intelligence in the classroom as: Creating an environment for respect, an avenue wherein both students

8 and teachers respect one another; Being honest and own up on your mistakes, Validating students, which requires accepting students ideas rather than rejecting; and, Managing emotions while taking responsibility of the same. Emotion and intelligence. Bar-on (2006) on his article about EQ-I developed a theoretical basis that would asses various aspects of emotions and intelligence and examine its conceptualization. According to his model, emotional-social intelligence is a cross-section of interrelated, these are: emotional and social competencies, skill and , to be emotionally, facilitators that determine how effectively we understand and express ourselves and relate with them, and cope with daily demands. Consistent with this model to be emotionally and socially intelligent is to be effectively understood and express oneself, to understand and relate well with others, and to successfully cope with daily demands, challenges and pressures. This is based, first and foremost, on one’s intrapersonal ability to be aware of oneself (self-awareness), to understand one’s strength and weaknesses and to express one’s feelings and thoughts

non-destructively

(self-regulation).

Being

emotionally

intelligence

encompasses the ability to be aware of others emotions, feelings and needs (empathy), and to establish and maintain cooperative, constructive and mutually satisfying relationship (social skill). Levels of Emotional Intelligence .Cherry (2017) wrote that people with low emotional intelligence are the people who easily get lost of arguments, they do not understand on how other feels, thinks that other people are overly sensitive, refuses to listen to others point of views, blame others for mistakes, they have the inability to cope with emotionally changing situations, they have sudden emotional outburst, they have difficulty in maintaining friendship, and lacks empathy. Furthermore she also said that People with low emotional intelligence have little insight into how their own emotions might lead to problems. When things go wrong, their first instinct is to blame others. They often blame characteristics of the situation or the behaviors of other people for their actions. They might suggest that they had no other choice for

9 what they did and that other people do simply not understand their situation. This tendency to not take responsibility often leaves them feeling bitter and victimized. Moreover Labutap et al (2010) said that people with average emotional intelligence are usually able to recognize and understand their feelings and to express them in an appropriate manner, they are pretty good communicators they are fairly in-tune of themselves and those around them, they accept challenges, they can stay motivated and focused in face of setbacks, they are able to set goals for themselves and often achieve them and they are positive and optimistic about themselves, others around them and their future. Bradberry (2017), on his book Emotional Intelligence 2.0 mentioned that people with high EQs master their emotions because they understand them, and they use an extensive vocabulary of feelings to do so. While many people might describe themselves as simply feeling “bad,” emotionally intelligent people can pinpoint whether they feel “irritable,” “frustrated,” “downtrodden,” or “anxious.” The more specific your word choice, the better insight you have into exactly how you are feeling, what caused it, and what you should do about it. Whereas, Goleman (2006) said that people with very high emotional intelligence are the people who are said to the change agents, self-aware, empathetic, not perfectionist, balanced, curious and gracious. Aspects of Emotional Intelligence Chirness (2000) sited goleman’s five aspects of people with healthy emotional intelligence as Self-awareness which is the ability to recognise what you are feeling, to understand your habitual emotional responses to events and to recognise how your emotions affect your behaviour and performance. When you are self-aware, you see yourself as others see you, and have a good sense of your own abilities and current limitations. Self-Regulation the ability to stay focused and think clearly even when experiencing powerful emotions. Being able to manage your own emotional state is essential for taking responsibility for your actions, and can save you from hasty decisions that you later regret.

10 Motivation which is the ability to use your deepest emotions to move and guide you towards your goals. This ability enables you to take the initiative and to persevere in the face of obstacles and setbacks. Empathy as the ability to sense, understand and respond to what other people are feeling. Self-awareness is essential to having empathy with others. If you are not aware of your own emotions, you will not be able to read the emotions of others. And social Skill as the ability to manage, influence and inspire emotions in others. Being able to handle emotions in relationships and being able to influence and inspire others are essential foundation skills for successful teamwork and leadership. Furthermore (Labutap et. Al 2010), sited that people with low emotional intelligence have very difficult of recognizing and understanding their feelings, they find it hard to communicate with other people, they are not really in tune with themselves and those around them, they do not like challenges, they have trouble staying motivated and focused in the face of setbacks, they are not able to set achievable goals for themselves and often give-up trying in the process, they are pessimistic about themselves and the future. However, people with below average emotional quotient have trouble in recognizing

and

understanding

their

feelings,

they

have

also

trouble

in

communicating with other people, they struggle with getting in tune with themselves and those around them, they do not like challenges or commitment and are afraid of change, they have difficult time in staying motivated and focused when they have set attainable goals for themselves and they are fairly pessimistic and about themselves and their future. Additionally, people with moderate emotional quotient are usually able to recognize and understand their feelings and to express them in an appropriate manner, they are pretty good communicators, they are fairly in tune of themselves and those around them, they accept challenges, they can stay motivated and focused in the face of setbacks, they are able to set goals for themselves and often

11 achieve them and they are positive and optimistic about themselves, others and around them, and their future. Classroom Management Koener(2015) in his literature review sited that as teachers we have the right and duty to produce an environment that is conducive to learning. We must proactively reflection our methods, with the aid of our experienced peers to learn the best practices. We must maintain positive attitudes towards situations that might be otherwise be obstacles. Panombo and Sanocre (2007) state that “ No precision or cure-all exists that will guarantee success in the classroom. However through mentoring early training, knowledge of both your right as a teacher and the rights of your students, and a positive reflective outlook, a beginning teacher may be able to subtract some of the initial frustration and difficulty of their early years. Furthermore, Palombo and Sanocore (2007) found out that classroom management practices are far more about maximizing efficiency than about the use of disciplinary procedures. While we have the duty to maintain order in a classroom, we must use our best judgement to prevent misbehaviour, through planning and reflection. Furthermore, if we must discipline a student we should do so in a manner that improves the student’s character, and brings about order rather than further disruption. We must do so based on the individualized needs and legal requirements of our students. In addition describes classroom management as a process of rule setting and thus must appears to inform students of new expectations; by setting rules, a teacher communicates his or her awareness of what can happen in a classroom and demonstrate a degree of commitment to work. Students are thus able to acquire valuable information early in the year about teachers approach and expectations for behaviour. The more explicit the rules and the more clearly they are communicated, the more likely the teacher will about to maintain order and not tolerate inappropriate

12 and disruptive behaviour. But simply stating the rules is not enough. A teacher must also demonstrate willingness and an ability to act when rules are broken.

Related Studies Age and Emotional Intelligence. the study of Faresilli et, al. (2008) shows that older people are slightly more likely to be higher in emotional intelligence. The finding suggests emotional intelligence is a developing ability; it is likely that accumulated life experiences contribute to EQ. It further shows that the experience isn’t a predictive factor to explain this area. This suggests the competencies in this part of the model (Navigate Emotions, Exercise Optimism, Engage Intrinsic Motivation and Apply Consequential Thinking) need specific training. In other words,

it is less likely that these will “automatically” develop through life

experience. However in the study of Shipley (2014) form the age range of their samples of 19-29, it was revealed that age was not positively correlated with emotional intelligence. The result shows that emotional intelligence has nothing to do with the age level of an individual. Gender and Emotional Intelligenc Sumiya (2009) conducted a study on emotional intelligence and Gender differences and it was revealed on this study that there is a significant relationship between emotional intelligence among male and female. And based on the hypothesis males has higher emotional intelligence than females. Moreover on the study of Petrides (2004), it was also revealed that men has higher Emotional Intelligence than women wherein he concluded that though women are more socially oriented men can better perceive and cope up with social pressures. Emotional Intelligence and Classroom Management in the study of Dr, Turkay et al (2013), the results revealed that Emotional Intelligence is a positive

13 predictor of teacher centred classroom management with weak predictive power. There is a low level positive, and significant relationship between primary school teachers’ emotional intelligence teacher-centred classroom management approach. Yahyazadeh-Jeloudar et between

secondary

strategies. The

results

al.

(2011)

school teachers’ showed

that

EI there

have studied and was

between teachers’ EI and their classroom discipline too

aimed

their a

the

relationship

classroom

discipline

significant relationship

strategies.

Tunca

(2010)

at determining the effect of primary school teachers’ EI levels on

their classroom management skills. According to the results of the study, primary school teachers’ general EI levels were at an average level, while their classroom management skills were at a rather high level. The study also concluded that primary school teachers’ EI levels affected their classroom management skills Özmen (2009) too determined the relationship between the teachers’ EI levels and their perception of students’ undesired behavior and their methods to cope with these. The aim of this study is to examine if there is a significant relationship between primary school teachers’ EI levels and their classroom management approaches (teacher-centered classroom management

management),

classroom and

approaches. The

if

management, EI

student-centered

significantly

results revealed

that

predicts classroom EI

is

a

positive

predictor of teacher-centered classroom management with weak predictive power. There is a low-level, positive, and significant relationship between primary school teachers’ EI levels and teacher-centered classroom education approach. A teacher-centered employing relationships

punitive

educator

sanctions,

is

likely

to

moralistic perceptions,

be

highly controlling,

highly

impersonal

with students, attitudes of general mistrust, and a major focus on the

maintenance of order

14 In 2012, Lenka Dr. and Kant Ravi studied EI’s of Secondary School Teachers in relation to their professional Development. In their 120 samples the result revealed that there is a significant positive relationship between emotional intelligence and professional development of secondary school teachers.

However in the study of Tamayo (2017) With regard to the relationship of EI and classroom management of STE science teachers it was found out that there is no significant relationship between the two variables. This implicates that even if EI is increasing, the preference of classroom management does not change. This means that even if a teacher has low EI, there is still a chance that he will prefer student-centered approach meanwhile, it may be the same with a teacher who has an average or high EI, and he may still choose a teachercentered approach. Furthermore in the study of Mafuzah (2015) highlighting five aspects of emotional intelligence as Self-awareness, Self-regulation, Self-motivation, sympathy and social skills and its relationship to job performance, the five hypothesis set for these five aspects were accepted. Thus, it appears that emotional intelligence has greater impact on teachers’ job performance. The gathered literatures and studies incorporated herein deals on the relationship of Emotional Intelligence and Classroom Management of teachers, though the different studies reviewed might vary from the result that this study may yield. These could still be very useful to the researcher in providing them a thorough understanding and sufficient insights on several aspects pertaining to this study, and more importantly a sense of direction on the conceptualization of this study.

15 Theoretical Framework of the Study Teachers being the front liners in the execution of their blue print aligned with the curriculum faced several issues along with the students, the administration and the parents. And so this study was guided by theory of emotional intelligence by Goleman (Du Lugrosa, 2004), which holds that the key understanding of human behaviour is understanding of feelings, it is divided into five components as: selfawareness, management of emotions or self-regulation, motivation, empathy and social skills. This theory would help all teachers not only on how to deal with these issues but more importantly in coping with situations that may cause them stress and depression. On the other hand the Theory of Hierarchic intelligence by Stenberg asserted that intelligence has cognitive component which a person use in reasoning and solving some kinds of problem.(Labutap, et al 2010). It enables them to justify the reason of their behaviour. Additionally, Labutap et (2010). Al. sited skinner’s theory of operant conditioning which states that learning process is the basis for understanding emotional and attitudinal response. It indicates that the organism operates on the environment to generate and reach some rewards. Therefore this study was conducted to find out if there was really an impact on a teacher’s emotional intelligence on her/his classroom management efficiency.

Conceptual Framework of the Study Figure 1, was the schematic diagram of the conceptual framework of the study. It was composed of independent variable and dependent variable. The

16 teachers’ profile (age, gender, and educational attainment) and the emotional intelligence was the independent while the while the classroom management efficiency was the dependent variable.

A. Teachers Demographic Profile a.1. Age a.2. Gender a.3. Educational Attainment B. Emotional Intelligence b.1. Self Awareness b.2. Self Regulation b.3. Motivation b.4. Empathy b.5. Social Skills

Classroom Management Efficiency

Figure 1 is the Schematic Diagram Depicting the Conceptual Framework of the study.

17 Research Hypothesis This study tested the following hypothesis: 1. There is a significant relationship between the demographic profile of junior high school mathematics teachers in the southern part of the division of Eastern Samar in terms of, age, gender, and educational attainment to its emotional intelligence. 2. There is a significant relationship between the Emotional Intelligence and the Classroom Management Efficiency among Junior High School Mathematics Teachers in the Southern Part of the division of Eastern Samar.

18 Chapter III METHODOLOGY

This chapter presented and discussed the research design, research locale, and respondents of the study, determination of sample size, sampling procedure, instrument validation, measurement of variables and data analysis of the study.

Research Design The researcher used the descriptive correlational research method. Descriptive in the since that it is used to describe the emotional intelligence and the Classroom Management Efficiency Selected Secondary Mathematics School Teachers. Likewise it is correlational because this study determines the relationship between emotional intelligence and the Classroom Management Efficiency of Secondary School Mathematics Teachers in the Southern Part of the Division of Eastern Samar.

Research Locale This study was conducted on the selected secondary schools of the Southern part of the Division of Eastern Samar during the School Year 2017-2018.

Respondents of the Study The respondents of the study were Junior High School Mathematics Teachers in the Southern part of the Division of Eastern Samar whom were employed as regular permanent during the Calendar Year 2017. A complete enumeration of the population was employed in this study. Therefore there were 57 respondents of this study. Below are the Selected Schools in the different Municipalities of the southern part of Eastern Samar.

19 Table 1 Distribution of Respondents per Municipality Municipality Name of School Balangkayan Balangkayan National High School Balangiga

Southern Samar Comprehensive

Number of Math Teachers 4 4

National High School Gen. Mac Arthur

General Mac. Arthur National

6

Agricultural School Giporlos

Giporlos Trade School

3

Guiuan

Guiuan National High School

7

Hernani

Pedro Candido National Memorial

5

High School Lawa-an

Lawa-an School of Craftsmanship

3

and Home Industries Llorente

Llorente National Hgh School

9

Maydolong

Maydolong National High School

3

Mercedes

Mercedes National High School

4

Quinapondan

Quinapondan National High School

5

Salcedo

Salcedo National High School

4

Total

57

Instrumentation This study used a standardized questionnaire divided into three parts, Part I focused on the demographic profile of the respondents, Part II assessed the Emotional Intelligence Inventory adopted and modified from the study of Bar-on (1997). The assessment tool was composed of 30 statements five per aspect. Wherein the respondents will assess themselves whether they strongly agree as the highest and strongly disagree as the lowest from the statements provided. Part III

20 emphasizes on the assessment of classroom Management efficiency this was adopted and modified from the school based classroom management observation guide of the division which was rated by the teacher itself. Instrument Validation Prior to the actual conduct of the study, the researcher conducted a dry run of questionnaire. This was distributed to 30 elementary school teachers who are nonrespondents of the study, in order to determine if there was still a need to revise the questionnaires. The instrument was pre-tested last February 2018. This procedure helped the researcher to determine if there was still a need for revision of the evaluation tools. Data Gathering Procedure Before the administering of the questionnaires, the researcher sought permission from the Schools Division Superintendent and from the principals of the selected schools in the southern part of the Division of Eastern Samar. This was conducted during the school year 2017-2018. The instrument was administered personally by the researcher to the respondents to ensure 100% retrieval and explain unto them on some items which may not be understood. Measurement of Variables The following variables were used in this study and are measured for better understanding. To measure the emotional Intelligence of the respondents the following Measuring scale will be utilized

21

Code

Range

Description

1

1.00-1.80

Very Low EI

2

1.81-2.60

Low EI

3

2.61-3.40

Average EI

4

3.41-4.20

High IE

5

4.21-5.0

Very High EI

In measuring teacher’s Classroom Management Efficiency the researcher uses the following scales Code

Range

Description

1

1.00-1.80

Poor

2

1.81-2.60

Unsatisfactory

3

2.61-3.40

Satisfactory

4

3.41-4.20

Very Satisfactory

5

4.21-5.0

Outstanding

Analysis of Data The data that was obtained from the survey questionnaire was consolidated, organized and was tabulated in the distribution table. Frequency counts, percentage, and mean were used in the treatment of data on the demographic profile, Emotional Intelligence and Classroom Management Efficiency: The variables of this study.

22 To determine the relationship between emotional intelligence and classroom management efficiency Pearson’s product correlation coefficient was used. The data was processed using Statistical Package for Social Sciences (SPSS). The null hypotheses of this study were tested at 0.05 level of significance.

23 Chapter IV RESULTS AND DISCUSSION

This chapter presents the findings as well as the tables and the corresponding graphical representations on the study of Emotional Intelligence and its Influence on the Classroom Management Efficiency of Junior High School Mathematics Teachers in the Southern Part of Eastern Samar

Age of Junior High School Math Teachers Table 2 presents the data on the age of the respondents of this study. It can be seen from the table that 17 or 29. 8% of the total population ages 41-50, 16 or 28.1 % ages 31-40, 13 or 22.8 % has ages 21-30, 8 or 14 % are on the ages of 5160 and 3 or 5.3 % are aging 61 and above. These data further shows that most of the teachers handling Mathematics in the junior high school are between the ages 21-50 which is 80.7% of the total population, and thus only 19.3% of the population ages 51 and above. Table 2: Age of the Respondents Age Frequency

Percentage

21-30

13

22.8

31-40

16

28.1

41-50

17

29.8

51-60

8

14

61 and above

3

5.3

Total

57

100

24 Gender of Junior High School Math Teachers Table 3 shows the gender of the teachers handling mathematics in the Junior High School of the Division of Eastern Samar. It can be gleaned that out of 57 teachers only 17 or 29.8 % are males and 40 or 70.2 % are females. Table 3: Gender of the Respondents Gender

Frequency

Percentage

Male

17

29.8

Female

40

70.2

Total

57

100

Educational Attainment Table 4 reflects the educational attainment of junior high school mathematics teachers, it can be seen from the table that 44 or 77.2% of the total population are baccalaureate degrees, 12 or 21.1 % are Master’s degree and 1 which is 1.7 % is a doctorate degree holder. Table 4: Educational Attainment of the Respondents Educational Attainment Frequency

Percentage

Bachelor’s Degree

44

Master’s Degree

12

21.1

Doctorate degree

1

1.7

Total

57

100

77.2

Profile of the respondents Emotional Intelligence Table 5 reflects the mean scores of the Emotional Intelligence of the respondents. It can be seen that from the 30 statements, numbers 14 under

25 motivation which is “I usually able to prioritize important work and get on with it.” and 29 under Social Skill which says “ I am good with adapting and mixing with a variety of people” has the lowest means of 3.3 which corresponding interpretation is Average Emotional Intelligence, this indicates that these questions are the least agreed statements of the respondents of this study, whereas statement number 6 “ Awareness of my emotions is very important to me at all times” under self-awareness and statement number 15 which says “ I can always motivate myself when I feel low” yield the highest Means of 4.6 which equivalent Interpretation Is very High Emotional Intelligence. These shows that these statements are the most agreed lines. It can likewise be seen from the table that out of the five aspects of emotional intelligence, which are Self-awareness, self-regulation, motivation, empathy and social skills. SelfRegulation and Social Skills have the lowest total means of 3.9, which is interpreted as High Emotional Intelligence. Empathy Has the Highest Total MPS of 4.2 with an interpretation of high emotional intelligence. Table 5: Profile of the Respondent’s Emotional Intelligence Statements Self-Awareness 1. I realize immediately when I lose my temper. 2. I know when I am happy. 3. I usually recognized when I am stressed. 4. When I am being emotional I am aware of this. 5. When I feel anxious, I usually account for the reasons. 6. Awareness of my emotions is very important to me at all times. Total Mean Self-Regulation 7. I can reframe bad situations quickly. 8. Others can rarely tell what kind of mood I am in. 9. I rarely “fly off the handle” of other people. 10. I rarely worry about work or life in general. 11. I do not let stressful situations/people affect me once I have left work. 12. I can supress my emotions when I need to. Total Mean Motivation 13. I believe in “Actions this day”. 14. I usually able to prioritize important work and get on with them. 15. I can always motivate myself when I feel low. 16. I always meet deadlines 17. I never waste time. 18. Motivation has been the key to my success Total Mean Empathy

Mean

Interpre tation

4.2 4.4 3.7 3.6 4.1 4.6 4.1

High EI High EI High EI High EI High EI V.H. EI High EI

3.4 4.2 3.5 4.4 4.3 3.4 3.9

Ave. EI High EI High EI V.H EI VH EI Ave. EI High EI

3.6 3.3 4.6 4.4 4.2 4.1 4.1

High EI Ave. EI VH EI VH EI High EI High EI High EI

26 19. 20. 21. 22. 23. 24.

Reasons for disagreement are always clear to me. I can sometimes see things from others points of view. I can understand why my actions offend others. I can understand if I am being unreasonable. Other individuals are not difficult just different. I am a good listener. Total Mean Social Skill 25. I am good with reconciling differences with other people 26. I see working with different people as simply a challenge to win over them. 27. I like to ask questions to find out what is important to people. 28. People are the most interesting thing for me. 29. I am good at adapting and mixing with a variety of people. 30. I can tell if a team of people are not getting along with each other. Total Mean

4.3 4.0 4.5 3.9 4.0 4.5 4.2

VH EI High EI VH EI High EI High EI VH EI High EI

3.7 3.8 4.2 4.1 3.3 4.3 3.9

High EI High EI High EI High EI Ave. EI VH EI High EI

Level of Emotional Intelligence of Junior High School Mathematics Teachers Table 6 reflects the level of emotional intelligence of junior high school math teachers in the Southern part of Eastern Samar on the basis of the consolidated responses. It can be perceived from the table that out 57 respondents 53 or 93% have high emotional intelligence. Bradberry (2017), on his book Emotional Intelligence 2.0 mentioned that people with high EQs master their emotions because they understand them, and they use an extensive vocabulary of feelings to do so. While many people might describe themselves as simply feeling “bad,” emotionally intelligent

people

can

pinpoint

whether

they

feel

“irritable,”

“frustrated,”

“downtrodden,” or “anxious.” The more specific your word choice, the better insight you have into exactly how you are feeling, what caused it, and what you should do about it. While 4 or 7% have very high Emotional Intelligence, these shows that these groups of teachers are change agents, self-aware, empathetic, not-perfectionist, balanced, curious and gracious Goleman (2006). None of the 57 respondents has very low, low and average emotional intelligence.

27 Table 6: Emotional Intelligence levels among Junior High School Math Teachers Interpretations Frequency Percentage

High

53

93

Very High

4

7

Total

57

100

Profile Classroom Management Efficiency of Junior High School Mathematics Teachers Table 7, shows the mean scores of the respondents classroom management efficiency. It is reflected in the table that from the given statements, number 21 “ I efficiently incorporate and employ ICT in my classroom discussion” obtained the lowest mean score of 3.0 with equivalent interpretation of satisfactory only. While statement number 24 “Applies the established teaching-learning strategy with the certain amount of flexibility for a better class dynamics.” Has the highest mean score of 4.7 which is interpreted as outstanding.

Table 7: Profile of the Classroom Management Efficiency of Junior High School Math Teachers Statements 1 .Presents the minimum content of his/her subject matter, tailored to the students’ knowledge 2. I am easily accessible (tutorials, e-mails, etc.) 3. I allow the student to organize and distribute part of the assignments to be performed in the subject I handle. 4.I provides clear information about objectives, bibliography, tutorials, contents, and assessment methods in the subject's curriculum 5. I inform the students of the competencies they will be expected to acquire. 6.I provides my students with scientific information that allows them to gain a better and deeper understanding of the subject matter 7. I present the contents of my lesson following a clear and logical framework, highlighting the important aspects. 8. I allows and encourages student participation 9. For me it is important to promote individual work 10. I promote teamwork in my class. 11. I always relate the teachings to the professional environment. 12. I provide initial and final overviews of the session and/or subject in class. 13 Encourages student interest and the motivation to learn. 14. Fosters research and a critical spirit in students. 15. Facilitates student-student and student teacher interaction. 16. Attends and responds clearly to questions asked in the class.

Mean 3.7

Interpretations VS

4.2 3.9

VS VS

4.0

VS

4.2

VS

4.2

VS

4.0

VS

4.6 4.5 4.6 4.2 4.5

O O O VS O

4.5 4.5 4.1 4.5

O O VS O

28 17. I adequately attend to the tutorial requested of me. 18. Maintains an objective and respectful position with the students. 19. Organizes activities for the student to actively participate in classroom assignments. 20. Designs and relates the classroom contents to real life settings. 21. I efficiently incorporate and employ ICT in my classroom discussion. 22. Has a good command of the contents of the subject matter. 23. Interweaves the content of the subject matter with other sources. 24. Applies the established teaching-learning strategy with the certain amount of flexibility for a better class dynamics. 25. Uses applicable and available material resources to facilitate learning. 26. Interacts satisfactorily with the students. 27. Designs the content and develops the course to promote the acquisition of professional competencies. 28. Applies the assessment criteria of the activities as established in the subject matter. 29. Accepts personal responsibility to the learners. 30. Manifest positive attitude towards comments and recommendations.

4.0 4.5 4.2

VS O VS

4.2 3.0 4.6 4.0 4.7

VS S O VS O

3.9 4.4 4.0

VS O VS

3.4

VS

3.4 3.3

VS S

Classroom Management Efficiency Levels Among Junior High School Math Teachers The table below presents the level of Classroom management efficiency of the Junior High School Math Teachers in the Southern Part of Eastern Samar. It can be seen from the table that none of the teacher respondents obtained a poor, satisfactory and unsatisfactory Rating. Thus out the 57 respondents there are 44 or 67.2% has satisfactory rating, 13 or 22.8 has outstanding rating. Table 8: Classroom management efficiency levels of Junior High School Math Teachers Interpretations Frequency Percentage

Very satisfactory

44

77.2

Outstanding

13

22.8

Total

57

100

Relationship between Age and Emotional Intelligence Table 9 shows the relationship between age and emotional intelligence it can be deemed from the table that the computed correlation coefficient is 0.416 which implies a moderate relationship between the two variables and computed p-value is .039 which is less the critical level. This means that there is an implication of age in

29 the emotional intelligence of a person. This study is supported with the study of the study of Faresilli et, al. (2008) the study reveals that older people are more likely to be higher in emotional intelligence.

The finding suggests emotional

intelligence is a developing ability; it is likely that accumulated life experiences contribute to EI. Table 9: Relationship between Age and emotional Intelligence Variable 1 Variable 2 Correlation Interpretation P-value Coefficient Age Emotional 0.416 Moderate 0.039 Intelligence Relationship

Interpretation Statistically Significant

Relationship between Gender and Emotional Intelligence Table 10 reflects the relationship between gender and emotional intelligence, it can be viewed from the table that based on the computed correlation coefficient of 0.024 which implies a weak relationship between the variables and a pvalue of .859 that indicates that gender has no significant bearing over emotional intelligence, it doesn’t matter whether a certain person is a male or female he or she may have a very low or very emotional intelligence. This study is in contrast with the study of Sumiya (2009) wherein he found out that there is a significant relationship between emotional intelligence among male and female. And based on the hypothesis males has higher emotional intelligence than females. Table 10: Relationship between Gender and Emotional Intelligence Variable 1 Variable 2 Correlation Interpretation P-value Coefficient Gender Emotional 0.416 Very Weak 0.859 Intelligence Relationship

Interpretation Not Significant

Relationship between Educational Attainment and Emotional Intelligence Table 11 displays the relationship between Educational Attainment and Emotional Intelligence it shows that Educational Attainment has nothing to do with Emotional Intelligence this is substantiated by a p- value of 0.859 and a correlation coefficient of 0.24. The result was also in opposite on the study of Kashami (2012) wherein he

30 found out a significant association between emotional intelligence and university degree. Table 11: Relationship between Educational Attainment and emotional Intelligence Variable 1 Variable 2 Correlation Interpretation P-value Interpretation Coefficient Educational Emotional 0.416 Very Weak 0.859 Not Attainment Intelligence Relationship Significant Relationship between Emotional Intelligence and Classroom Management Efficiency Table

12,

shows

how

emotional

intelligence

influences

classroom

management efficiency of the Junior High School Math Teachers in the southern part of the Division of Eastern Samar. It can be reflected in the table that emotional intelligence has no significant bearing over classroom management efficiency of Junior High School Math Teachers. This is justified by an index of correlation of 0.115 which implies a weak correlation between the two variables and a p- value of 0.396 resulting to a not quite statistically significant between the dependent and the independent variables at 5% level of significance. Accordingly with this result the null hypothesis set on this study which state that “There is no significant relationship between the Emotional Intelligence and the Classroom Management Efficiency of Junior High School Mathematics Teachers in the Southern Part of the division of Eastern Samar is accepted. This means that no matter how high or low the emotional intelligence a teacher it will not greatly affect his/her classroom management efficiency. The results of this study is similar to the research conducted by Tamayo (2017) With regard to the relationship of EI and classroom management of STE science teachers it was also found out that there is no significant relationship between the two variables. This implicates that even if EI is increasing, the preference of classroom management does not change. This means that even if a teacher has low EI, there is still a chance that he will

31 prefer student-centered approach meanwhile, it may be the same with a teacher who has an average or high EI, and he may still choose a teacher-centered approach. Table 12: Relationship between Emotional Intelligence and Classroom Management Efficiency Variable 1 Variable 2 Correlation Interpretation P-value Interpretation Coefficient Emotional Classroom 0.115 Low 0.396 Not Intelligence Management Relationship Significant Efficiency

32 Chapter V SUMMARY CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the results of the study; this also includes the conclusion and the proposed recommendations.

Summary

1. What is the demographic profile of the junior high school mathematics teachers in the southern part of the division of Eastern Samar in terms of: a. Age b. Gender c. Educational attainment? 2. What is the level of the emotional intelligence of junior High School Mathematics Teachers in the Southern part of the Division of Eastern Samar in terms of: a. Self-awareness b. Self-Regulation c. Motivation d. Empathy e. Social Skills? 3. What is the level of Classroom Management efficiency of the Junior High School Math Teachers in the Southern Part of thy Division of Eastern Samar? 4. Is there a significant relationship between the demographic profile in terms of age, gender, and educational attainment and the level of emotional intelligence of junior high school mathematics teacher in the Southern part of the division of Eastern Samar?

33 5. Is there a significant relationship between the Emotional Intelligence and the Classroom Management Efficiency of Junior High School Mathematics Teachers in the Southern Part of Division Eastern Samar? The data collected are statistically treated using mean, percentage for the demographic profile of the respondents. In order to determine the extent of relationship between the variables the researcher uses spearman’s rho. On the bases of the data and results presented and discussed the results of the study are the following: Profile of the Respondents In terms of age, it is reflected that most respondents are on the ages 31-50, which is 57.9% of the total population of the study, as to the gender, females have the largest population which is 70.2% of its total. Thus, when comes to their educational attainment there are still more teachers whom are baccalaureate degree holders with a frequency of 44 or 77.2%.

Level of Emotional Intelligence It is found out that 53 or 93% of the junior high school math teachers in the southern part of eastern Samar have High emotional intelligences, 3 or 7% of the population has very high EIs and none are rated average and below. However in terms of the aspects of EI teachers has to work on their self-regulation and social skill for it is revealed that these two aspects obtained the lowest mean scores of 3.9.

Level of Classroom Management Efficiency From this study it is found out that most junior high school math teachers has a very satisfactory teaching efficiency by which out of 57 there were 44 or 77.2% of them has this rating the rest are outstanding and non are below the acceptable rating.

34 Relationship between the demographic profile and Emotional Intelligence This study further explains that among the predictors of demographic profile only age hold statistically significant to the emotional intelligence of the respondents this was validated by a p-value of 0.039 and a correlation coefficient of 0.416. Whereas age and educational attainment implied no significant relation relationship to emotional intelligence this was confirmed the equal correlation coefficient of 0.024 and a p-value of 0.859. Relationship between Emotional Intelligence and Classroom Management Efficiency This study found out a no significant relationship between emotional intelligence and classroom management efficiency. The computed correlation coefficient was 0.115 and a p-value of 0.396 resulting to the acceptance of the null hypothesis of this study. Conclusions Based on the findings of the study the following conclusions are drawn: Many junior high school teachers handling mathematics in the southern part of the division of eastern Samar are between ages 21-50. A large portion of its population are females because less males take education courses as their priority degree course and still more teachers under this division are baccalaureate degree holders due to compacted schedules. Most of the respondents of this study have high emotional intelligence considerably because most are already in the of reason. The level of classroom management efficiency of many junior high school math teachers in the southern part of the division of eastern Samar is very satisfactory. The high emotional intelligence of junior high school math teachers in the southern part of the division of eastern Samar has no significant effect on their very satisfactory classroom management efficiency of these teachers.

35 Recommendations Based on the findings and conclusion derive. The researcher would like to recommend the following: 1. Just as emotional intelligence may provide a framework for organizing personality, investigators may wish to examine emotions in the self, the appraisal of others' emotions, and the ways in which emotion is regulated, or the adaptive uses of emotion. 2. Researchers may conduct a study that would examine the role of social processes and its contribution to the emotional intelligence of both teachers and students. 3. Encourage teachers to pursue a degree on masters and doctorate degrees for it may improve both emotional intelligence and classroom management efficiency. 4. Conduct a study on emotional intelligence of teachers in other disciplines and how its effects on their classroom management practices.

36 Chapter VI References

Cantor and J. F. Kihlstrom, Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology. Chernis C. & Adler M (2000). Promoting Emotional Intelligence in an Organization. Alexandria, Virginia. Day and Caroll, (2004). The Effects of Emotional Intelligence, Age, Work Experience and Academic Performance”, 2004, University of Florida: St. Petesburg Geddes and Grosset,, Webster’s Universal Dictionary and Thesaurus. New Landmark: Scottland 2010. Guskey, Thomas R. “Five Critical Levels of Professional Development Evaluation”, 2000. Jie, Qi, (2012)” The Role of Chinesse Normal Universities in the Professional Development of Teachers”, 2012, University of Toronto: Canada Kristin Ellorin Tamayo (2017). The Relionship of Emotional Intelligence & Classroom Management of Science Teachers of Pangasinan. Pangasinan Philippines Keoner, Timothy D(2015).,” Literature Review on Classroom Management . Lenka, DR and Kant Ravi,2012 “Emotional Intelligence of Secondary School Teachers in Relation to Their Professional Development, 2012 Labutap, Angeline et. Al (2010), “Relationship Between Emotional Intelligence and Mathematics Achievement of Fourth Year College Students of Eastern Samar State University Salcedo Campus SY. 2009-2010”. Unpublished Undergraduate Thesis, 2010 Lofti, Kashami et,al. (2012) Relationship between Emotional Intelligence and Educational Psychology. Islamic Azad University Mafuzah, Mohammad and Juraifa, Jais, (2015) “Emotional Intelligence and job Performance: A study Among Malaysian Teachers. 2015, University of Tenaga National. Ozmenn ZK (2009). The Relationship Between the Emotional Intelligence levels of Primary School Teachers and their Perception of Undesired Student Behaviour and Coping Methods. Manama University, Istanbul Turkey Palumbo A. And Sanocore J.(2007), “Classroom Management help for Beginning Secondary School Teacher” , 2007 Psilopanagioti and Niakas,(2007) “ The Effect of Emotional Intelligence and Job Satisfaction’, 2012, University of Amman: Jordan

37 Rajedndran, Mercinah,(2016)” Importance of Inclusive Education; The role school teachers” Reuven, Baron,(2006) “The Bar-on Model of Emotional Social-Intelligence (ESI)”, University of Texas. Summiya Ahmad, (2009). Emotional Intelligence and Gender Differences. Department of Psychology, University of Reshawar, Pakistan 2009. Turkay Nori Tok, et. al, 2013“The Relationship between Emotional Intelligence and Classroom Management Approaches of Primary School Teachers”, 2013, National Education Management: Turkey Tunca, O (2010). Effects of Emotional Intelligence Level of Classroom Management and Skills and Research. Istanbul University. Istanbul Turkey 2010. Van, Rooy et.al,(2005) “The Role of Trait Emotional Intelligence and Individual Performance: A descriptive Study in Albaha University Saudi Arabia”, 2005

38

Appendices

39 APPENDIX A Republic of the Philippines EASTERN SAMAR STATE UNIVERSITY Guiuan Campus Guiuan, Eastern Samar

JUDITH C. BOCO OIC- Schools Division Superintendent Division of Eastern Samar Borongan, Eastern Samar Ma’am: The undersigned is conducting his study entitled “EMOTIONAL INTELLIGENCE AND ITS EFFECT ON THE CLASSROOM MANAGEMENT EFFICIENCY OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN THE SOUTHERN PART OF THE DIVISION OF EASTERN SAMAR” as a requirement for the degree Master of Arts in Education major in Educational Management at the Eastern Samar State University, Guiuan Campus, Guiuan, Eastern Samar. This study aims to determine the effect of the teachers’ emotional intelligence on their classroom management efficiency. Along this endeavour, may I respectfully request permission from your good office that I may be allowed to administer my questionnaire to selected secondary junior high school math teachers and their students in the said schools until such time that all respondents shall have been contacted. Approval of the herein request is earnestly solicited. Thank you and more power!

Very truly yours,

ELY BOY B. ANTOFINA Researcher APPROVED: (Sgd) JUDITH C. BOCO OIC- Schools Division Superintendent

40 APPENDIX B Republic of the Philippines EASTERN SAMAR STATE UNIVERSITY Guiuan Campus Guiuan, Eastern Samar

Dear Respondent, The undersigned is conducting his study entitled “EMOTIONAL INTELLIGENCE AND ITS EFFECT ON THE CLASSROOM MANAGEMENT EFFICIENCY” as a requirement for the degree Master of Arts in Education major in Educational Management at the Eastern Samar State University, Guiuan Campus, Guiuan, Eastern Samar. This study aims to determine the effect of the teachers’ emotional intelligence on their classroom management efficiency. In this regard, you were chosen as one of the respondents. Please feel free to answer the herein attached questionnaire as honestly as you can. Rest assured that your responses would strictly be held with utmost confidentiality. Thank you so much!

Very truly yours,

ELY BOY B. ANTOFINA Researcher

41 APPENDIX C

Republic of the Philippines EASTERN SAMAR STATE UNIVERSITY Guiuan Campus Guiuan, Eastern Samar

INFORMED CONSENT FORM

I, ________________________________, ______ years of age, a resident in __________________________________________________, since _________, hereby give my consent to participate in a study entitled “EMOTIONAL INTELLIGENCE AND ITS EFFECT ON THE CLASSROOM MANAGEMENT EFFICIENCY OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN THE SOUTHERN PART OF THE DIVISION OF EASTERN SAMAR” by Ely Boy B. Antofina from Eastern Samar State University, Guiuan Campus. I was given information on the nature and purpose of the study, reasons why I am selected, the risks and benefits of my participation, my rights as a respondent such as stopping my participation anytime without need of explanation, answering those I know and willing to answer, knowing the results of the study, confidentiality and anonymity of my identity. I have given consent also to the researcher to record interviews and conversations related to the research.

________________________________ Name and Signature of Respondent ______________________ Date of Signing

42 QUESTIONNAIRE ON EMOTINAL INTELLIGENCE AND CLASSROOM MANAGEMENT EFFICIENCY Part I: Teachers Demographic Profile Name:_________________________________________Age:___________ Gender: Female_______ Male_____

Educational Attainment:_____________

Part II: Questionnaire on Teachers’ Emotional Intelligence Direction: Please answer each statement below by putting circle around the number that best reflects your degree of agreement or disagreement with each statement. There are no wrong or right answers, answer them honestly and carefully. Please refer to the legend below on your state of agreement or disagreement. 4-----------Agree

2 Disagree 3------ Undecided

5---------Strongly Agree

1-----Strongly Disagree

Statements Self-Awareness 1. I realize immediately when I lose my temper. 2. I know when I am happy. 3. I usually recognized when I am stressed. 4. When I am being emotional I am aware of this. 5. When I feel anxious, I usually account for the reasons. 6. Awareness of my emotions is very important to me at all times. Self-Regulation 7. I can reframe bad situations quickly. 8. Others can rarely tell what kind of mood I am in. 9. I rarely “fly off the handle” of other people. 10. I rarely worry about work or life in general. 11. I do not let stressful situations/people affect me once I have left work. 12. I can supress my emotions when I need to. Motivation 13. I believe in “Actions this day”. 14. I usually able to prioritize important work and get on with them. 15. I can always motivate myself when I feel low. 16. I always meet deadlines 17. I never waste time. 18. Motivation has been the key to my success Empathy 19. Reasons for disagreement are always clear to me. 20. I can sometimes see things from others points of view. 21. I can understand why my actions offend others. 22. I can understand if I am being unreasonable. 23. Other individuals are not difficult just different. 24. I am a good listener. Social Skill

5 4 3 2 1

43 25. 26. 27. 28. 29. 30.

I am good with reconciling differences with other people I see working with different people as simply a challenge to win over them. I like to ask questions to find out what is important to people. People are the most interesting thing for me. I am good at adapting and mixing with a variety of people. I can tell if a team of people are not getting along with each other.

Part III: Evaluation of Teachers Classroom Management Efficiency Direction: Please asses your classroom management by checking the cell on each column that best describe your skill. Rate yourself honestly and responsibly. You may refer to the legend below in giving your self-rating. 5------Strongly Agree 4- Agree 3--------Undecided 2----Disagree 1-------Strongly Disgree Statements 1 .Presents the minimum content of his/her subject matter, tailored to the students’ knowledge 2. I am easily accessible (tutorials, e-mails, etc.) 3. I allow the student to organize and distribute part of the assignments to be performed in the subject I handle. 4.I provides clear information about objectives, bibliography, tutorials, contents, and assessment methods in the subject's curriculum 5. I inform the students of the competencies they will be expected to acquire. 6.I provides my students with scientific information that allows them to gain a better and deeper understanding of the subject matter 7. I present the contents of my lesson following a clear and logical framework, highlighting the important aspects. 8. I allows and encourages student participation 9. For me it is important to promote individual work 10. I promote teamwork in my class. 11. I always relate the teachings to the professional environment. 12. I provide initial and final overviews of the session and/or subject in class. 13 Encourages student interest and the motivation to learn. 14. Fosters research and a critical spirit in students. 15. Facilitates student-student and student teacher interaction. 16. Attends and responds clearly to questions asked in the class. 17. I adequately attend to the tutorial requested of me. 18. Maintains an objective and respectful position with the students.

1

2

3

4

5

44 19. Organizes activities for the student to actively participate in classroom assignments. 20. Designs and relates the classroom contents to real life settings. 21. I efficiently incorporate and employ ICT in my classroom discussion. 22. Has a good command of the contents of the subject matter. 23. Interweaves the content of the subject matter with other sources. 24. Applies the established teaching-learning strategy with the certain amount of flexibility for a better class dynamics. 25. Uses applicable and available material resources to facilitate learning. 26. Interacts satisfactorily with the students. 27. Designs the content and develops the course to promote the acquisition of professional competencies. 28. Applies the assessment criteria of the activities as established in the subject matter. 29. Accepts personal responsibility to the learners. 30. Manifest positive attitude towards comments and recommendations.

45