Thesis

UNIVERSIDAD DE MANILA
One Mehan Gardens

Manila City, Philippines 1000
CLASSROOM MANAGEMENT PRACTICES AND EMOTIONAL QUOTIENT
OF TEACHERS; TOWARDS A DEVELOPMENT PROGRAM
In Partial fulfilment of the requirements for the Degree

Master of Arts in Education
Major in Educational Management
Raul C. Esto
December, 2019
Classroom Management Practices and Emotional Quotient of Teachers; Towards a Development 2
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Chapter 1
INTRODUCTION
This chapter introduces the problem and its background, the significance
of the results, and the scope and limitations of the study. And it also explains
the important terms used.
Background of the Study
Every educator’s priority is to maintain a safe and orderly classroom.

This comes well before teaching content, grading assignments, and serving
cafeteria duty. Before we begin to look at the importance of differentiation for
diverse learners and strategic planning, common practices must be in place.
Classroom management is one of the area that terrifies new teachers the most,
and rightfully so. Very often, newbie enter the classroom without being
prepared for disruptive behavior.
Building a successful classroom community takes effort, focus, planning,

and a consistent and systematic approachto the process. It does not occur
automatically in most classrooms (Berenji & Ghafoori, 2015). Teachers
experience very high demanding requirements in a school environment, a lot of
work, indiscipline, complicated school relations, pressures, and critiques of
parents and society (Okeke & Dlamini, 2013).
Learning is not exclusively dependent on teachers’ intellectual quotient

(IQ), learners acquire information and use it from various methodologies, and
their drive to learn differs and make actions in other ways based on what their
teachers equip them in the classroom (Madhar, 2010). Teachers should also
bear in mind the three domains of learning: cognition, psychomotor and
affective, they should maximize these three domains to deliver quality lessons
so that learners will be motivated. One of the factors that ranked first as a major
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motivating factor for learning is the Emotional Intelligence (EI) of teachers

(Madhar, 2010).
The major key to winning at classroom management is building

relationships. A person’s ability to master relationship-building techniques
largely depends on their level of emotional intelligence or emotional quotient
(EQ). “Student’s don’t know how much you know, until they know how much
you care.” Emotional intelligence is the awareness of your emotions,
understanding how to express your emotions in a healthy manner, and realizing
how your emotions affect others. High emotional intelligence enables you to
also perceive other people’s moods and feelings. It gives you the cognitive
ability to deal with difficult personalities without fear, and deescalate situations
long before they get out of hand. Most importantly, emotional intelligence gives
you confidence to stand firm when faced with difficult decisions.
Teachers who have higher levels of emotions and lower frustration are
teachers who teach more focus on what the student is doing and experiencing
(Meanwell and Kleiner, 2014). Meanwhile, according to McPherson, Kearney
and Plax (2003), teacher angriness is not in and of itself a classroom violation;
it is the manner in which anger is expressed. If the teacher controls his anger
and try to calm down and discuss the problem with the class it is acceptable, but
it is improper to use lots of emotional language or throw things, etc.
One of the most stressful and challenging profession is the teaching

profession (Nelson, Low, and Nelson, 2006) Seema, 2012, claimed that a major
area of function of emotional intelligence is in the educational field. It is of great
importance in education as it helps the teachers understand their students in a
better way. EI is important because it influence what we do (Madhar, 2010),
with all these, teachers EI plays a vital role in classroom management.
According to Tok, T., Tok, S. and Dolapçioğlu, S. (2013), EI has a relationship
on teachers classroom management, it has also a weak predictive power.
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The Department of Education (DepEd) in the Philippines, is advocating

in employing cooperative learning. Training-seminars are organized by them of
the department so that teachers will cope-up with that strategy. According to
Teacher Vision (2016), cooperative learning is an instructional strategy in which
students are grouped in small and work together on a common task. This
promotes positive interconnection, face-to-face synergy, accountability, group
behavior and processing. As claimed by Nevid, J. (2011), traditional lecture
mode of instruction needs to be redesigned and increased significant on student
engagement. Further, cooperative learning is more beneficial to Science,
Technology and Engineering (STE) program, for this is aimed to developed
students that will tender significance in the fields of science, technology and
engineering. In this advocacy of DepEd, students- centered classroom
management is more pertinent. According to Ganyaupfu, F. (2013), teacher-
centered approach does not apply activity-based learning to sway students to
learn how to apply knowledge in real life problems based
In education, EI and classroom management of teachers would be

beneficial to students in improving their achievements; people with high EI can
manage people well. Teachers who handle different types of students can then
adjust to their needs. Teachers play the biggest role in unlocking the potentials
and in promotion of students’ achievement.
Abusive behavior then can be linked to low EI and as claimed by Tok, et

al., (2013), low EI also links to teacher-centered classroom management;
teachers with low EI easily get frustrated when he encounters students that
behave the way he wants them to be. He then burst his emotions to children and
to some extent may cause physical harm to his students. Students’ abuse in the
classroom is not new to the world. In every country, there are reports on
abusive teachers.
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Filipino teachers also face complaints, even on social media like

facebook. Students who are abused by their teachers are being posted. In an
article in a news article by Mayor, A., a teacher of a public elementary school in
Southern Cebu maltreated her students violating Republic Act 7610 the law
against child abuse. In Agno Pangasinan, as reported in Failon Ngayon last
2011, a teacher whipped her student with bamboo stick making ten students file
a complaint on her. In Urdaneta City, Sun Star Pangasinan reported last
December 2015 that a 21-year-old teacher of a private university high school is
slapped her eight students in her classroom and faced cases of grave threat and
child abuse.
Three elements commonly give rise to classroom confrontation between

a teacher and ‘difficult’ students. First, a lack of clarity about a teacher’s
expectations of student behavior and performance. Secondly, because such
students often lack both empathy and social skills, they may misinterpret a
teacher’s intentions, and normal interactions may be perceived as
confrontational and stimulate an aggressive response. Thirdly, a teacher may
react to the student’s reputation rather than to the actual level of disruption.
Such a lack of empathy may itself provoke inappropriate behavior on the part of
the student.
Based from the observation and experiences of the researcher being a

teacher in a Christian school for years, he observed that teachers infused
emotional intelligence to manage their class but still there are problems
encountered in the process. Therefore, this study would like to know the
relationship of emotional intelligence and classroom management practices to
come up with a development program for teachers.
This study will be significant to the school since as a school system with
Christian values as a core of curriculum, it is important to identify how to fully
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integrate emotional intelligence into classroom practices for an effective and

efficient teaching and learning process.
From this vantage point, this study will assess the Classroom
Management Practices and Emotional Quotient of Teachers; Towards a
Development Program in Maranatha Christian Academy School System in
Metro Manila.
Statement of the Problem
The purpose of this study was to determine the Classroom Management
Practices and Emotional Quotient of Teachers; Towards a Development
Program in Maranatha Christian Academy School System in Metro Manila.
Specifically, this study seeks to answer the following queries:
1. What is the profile of the respondents in terms of the following
demographic variables:
1.1 Age
1.2 Sex
1.3 Civil Status
1.4 Length of Service
1.5 Department Assignment
2. What is the level of classroom management practices of teacher
respondents in terms of:
2.1 Behavior Management
2.2 Learning Environment

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2.3 Working with Parents
2.4 Planning and Support
3. What is the Emotional Quotient level of the teacher respondents in terms
of:
3.1 Emotional Awareness
3.2 Emotional Management
3.3 Social Emotional Management
3.4 Relationship Management
4. Is there a significant difference on the level of classroom management
practices among the respondents?
5. Is there a significant difference on the level of emotional quotient of the
respondents?
6. Is there a significant relationship between the level of classroom
management practices and level of emotional quotient of the
respondents?
7. The development of proposed program will be based on the findings of
the study.
Hypothesis
The study will test the following hypotheses:
Ho1. There is no significant difference on the level of classroom management
practices among the respondent.

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Ho2. There is no significant difference on the level of emotional quotient
among the respondents.
Ho3. There is no significant relationship between the level of classroom
management practices and the level of emotional quotient among the
respondents.
Significance of the Study
The researcher believed that the findings of this study will be beneficial
to the following:
Teachers. The implementation of the development program will be able
to benefit the teachers by providing programs and activities that will help them
improve their emotional intelligence and classroom management practices.
School Heads They may use the results as basis for faculty evaluation
and development to increase the emotional intelligence and classroom
management practices.
Students. The outcome of the development program will greatly help
students with respect to the teachers’ effectiveness and competitiveness in
teaching them
Parents. The parents will be assured that the teachers who are teaching
their children are competent and effective.

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Future researchers. The future researchers will be able to use this
study as their reference for their own investigatory endeavor.
To sum up, the result of this study can also help for the betterment of the
programs involving teachers. This study aimed to describe the Classroom
Management Practices and Emotional Quotient of Teachers; Towards a
Development Program in Maranatha Christian Academy School System in
Metro Manila.
Scope and Limitations

This study will determine the Classroom Management Practices and
Emotional Quotient of Teachers; Towards a Development Program in
Maranatha Christian Academy School System in Metro Manila.
Descriptive design will be employed utilizing researchers-made
questionnaire as the main instrument and EQ Test. One hundred nine (109 )
respondents will be selected for the study. They will be the teachers in
Maranatha Christian Academy School S in Metro Manila Chapters. This study
will be conducted in the 2nd Semester of the School Year 2019-2020.
In the conduct of this research, utmost confidentiality will be treated in
regards with the data and responses received. The data and responses will be
used solely to describe the Classroom Management Practices and Emotional
Quotient of Teachers.
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Chapter 2
THEORETICAL FRAMEWORK
This chapter presents the theoretical and conceptual frameworks upon

which the study is grounded. It explains the tenets of the research. Related
literature and studies will also be presented to encapsulate the basis of the
present study by associating it with past researches. The current study will
investigate the predictive utility of teacher-rated, observed, and directly
assessed skills to academic achievement in preschoolers.
Classroom Management
A classroom is a space provided in a school where students gather and
the teacher meets them for lectures. It is a room designated for teaching and
learning. Classroom is a room set aside and specifically designed and furnish for
the purpose of teaching and learning (Agabi, et al., 2013). A classroom is one of
the facilities a school must have. Agabi, Onyake and Wali succinctly put: a
school is not complete without at least one block of classroom to facilitate
organized teaching and learning. A classroom is very important because it
facilitate teaching and learning. A conducive classroom environment increases
the desire for knowledge and heightens creativity in learners, (Agabi et al.,
2013). The classroom protects learners from the erratic weather condition such
as rain, wind, and extreme weather conditions (Agabi et al., 2013). The
classroom, with the aid of its facilities such as: the writing board, classroom
seats and instructional materials, enhances teaching and learning. For the
classroom to be useful for the purpose it was meant to serve, teaching and
learning, it has to be organized and maintained. This brings about the concept
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of classroom management. Classroom management refer to the sum total of
plan of actions taken by the teacher in the classroom to bring about a conducive
classroom environment that supports teaching and learning leading to success
and achievement. Mecreary (2010) in Agabi, Onyeieke and Wali, (2014) defined
classroom management as the process and strategies an educator uses to
maintain a classroom environment that is conducive to students learning and
success. Similarly, Dollad and Christensen (1996) defined classroom
management as the action a teacher takes to bring about an environment that
support and make easy instructions, academic, social and emotional learning.
Teachers in the classroom are the managers of the classroom activities.
He is concerned with maintaining order, regulating the sequence of events and
directing his own attention towards achieving educational goals. Classroom
management plays a very important role in the teaching and learning process.
Marzono (2014) said a classroom that is well managed will provide an
environment in which teaching and learning can flourish. The success of any
educational system depends largely on the effectiveness of classroom
management. Classroom management techniques have been divided into two
major components, behavioral management and instructional management
(Martin & Sass, 2014)
Classroom management is a skill that can be acquired like any other
profession. It is a skill that must be practiced to achieve proficiency. Classroom
management thus requires specific skills such as planning organizing, as well as

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an aptitude for team work. It requires a great deal of commitment, initiatives,
teachers’ willingness to adjust, creative thinking and actions (Abel, 2011).
Classroom management alludes to every one of the things that an teacher
does to compose students, space, time, and materials with the goal that
students learning can occur characterizes student focused learning groups as
having shared administration, group building, and a harmony between the
requirements of the instructors and students (Wong et al., 2012). Students of all
learning capacities and social foundations are adapting together in the same
classrooms with teachers being considered responsible for every individual
students’ achievement (Brannon, 2010).
Scholastic achievement has been diversely portrayed: as level of capacity
achievement in academic work or as formally obtained data in university
subjects which is routinely addressed by rate of engravings gained by students
in examinations. Due to societal changes, universities have more behavioral
issues that affect the way a teacher manages the classroom (Etheridge, 2010).
Today, classroom disciplinary issues are worse than those gein the past, which
has impacted student achievement (Etheridge, 2010). Classroom management
issues have a devastating impact on students’ achievement. Classroom
management is concerned with a course of action of teachers’ behavior and
activities that are basically anticipated that would develop student co-operation
and consideration in classroom (Brannon, 2010). Classroom management is
concerned with a course of action of teachers’ behavior and activities that are
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basically anticipated that would develop student cooperation and consideration
in classroom (Freiberg, 2013).
A study by Shook (2012) interviewed preservice teachers in an effort to
gain insight into what types of classroom management strategies they were
using as well as the effects of those strategies. The results found that three types
of strategies were used most frequently by 15 preservice teachers. The first was
talking individually with students. This approach seemed to be most effective.
Next, teachers instructed students as a group as well as individually on
appropriate behavior. The last strategy used was sending the student who was
exhibiting less desirable behaviors out of the classroom. The last strategy was
considered the least effective. Sending students out of the classroom deprives
them of critical learning experiences and exposure to core content. The
preservice teachers suggested ways to improve their strategies. Among the
suggestions were having a more structured routine, improving transitions, and
decreasing negative strategies for behavior management. The study concluded
that negative strategies increased problem behaviors and decreased academic
achievement (Shook, 2012).
Stough, et al (2015) suggested that teachers’ training needs in classroom
management may persist throughout their professional careers, even following
intensive pre-service training. Experienced special education teachers (n=62)
were surveyed on their professional preparation to become effective classroom
managers. Despite having received extensive pre-service training, over 83% of
the sample reported being underprepared in classroom management and

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behavioral interventions. No statistically significant difference was found with
respect to the type of classroom management theoretical approach used to train
these teachers. Of those (74.2%) who received classroom management training
post-graduation, the majority (64%) reported needing still further training in
dealing with student behavior.
Drang (2011), conducted a study on multidimensional perspective on
classroom management involving preschool teachers. This study focused on the
three components of classroom management namely: establishing the
environment, teaching social skills and discipline. The respondents of the study
found two additional components of classroom management: establishing
structure and routines and fostering emotional development. Establishing
structure and routines form part of the teacher’s role in classroom
management. On the other hand, emotional security and demonstrating respect
for children’s feelings are other aspects of their role in classroom management.
Moghtadaie1 & Hoveida (2015), investigated the relationship between
classroom management styles of all public primary school teachers and their
academic optimism. The sample size was calculated using the formula of
Cochran 384. It was a multi-stage cluster sampling method. In this study, three
types of classroom management styles namely interventionist style,
interactionist style and non-interventionist style have been considered.
Classroom management style had been calculated using standard
questionnaires of classroom management style of Wolfgang and Glickman
(1986). The academic optimism variable was evaluated using academic

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optimism questionnaire of A. Hoy, Tarter, and W. Hoy (2006). Findings of the
study revealed that there was a significant relation between classroom
management style of the teachers and their academic optimism.
Ahmmad, M. (2014), presented the status of current teaching-learning
system in Dhaka City. Teachers have been facing various kinds of problems for
a long time in government colleges. Teachers were not provided with modern
teaching aid; they cannot follow a specific teaching method, lesson plan was not
prepared regularly. Also, there was a shortage of trained teachers; authorities
were not supportive to the teachers’ demand in the classroom and laboratory.
Similarly, Ahmad, et. al. (2012), investigated secondary school teachers’
perceptions on classroom management, its problems and solutions in
government secondary schools in District Chitral. The study was a descriptive
research using survey method. Findings of this study showed that one of the
biggest problems regarding classroom management was deviant behavior of
students. Teachers did not involve students in activities which provide the
students room for creating disruptions during teaching and learning. Students
do not obey school rules and regulations. It was recommended that teachers
should design classroom activities where students are involved and their
deviant behavior is reduced, and display classroom rules inside classrooms so
that the students may see and follow them.
Wong (2010), revealed in his study that statistical significant differences
do exist between the younger and oldest teachers and their views about corporal
punishment; elementary and middle school teachers differ in their choices of

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classroom management techniques; educators believe that corporal punishment
is effective, but prefer not to use it and African American and White teachers
have statistically significant differences in their beliefs about corporal
punishment.
Lukman and Hamadi (2014), discussed the disciplinary problems and
measures used in senior secondary schools in Nigeria. Truancy, absenteeism,
fighting, stealing and drug addiction among others are typical examples of
disciplinary problems. While parental or home, political, social and economic,
school environment, school curriculum and peer group influence among others
are the causes of disciplinary problems. The study asserts that discipline is not
necessarily punishment but punishment is one of the disciplinary measures in
school. They recommended moral punishment and well spelt out code of
conduct for all students to follow.
Ozgan (2015), showed that the main reasons for the conflict between
teachers and their students were the existence of poor and insufficient
communication between the parties involved and teacher dominance in such
interactions. Findings of the study revealed that inappropriate conflict solving
strategies negatively affect the students’ psychology, social behaviour as well as
their academic success. It is absolutely necessary to manage the teacher student
conflict correctly in order to create a positive school climate and conduct the
education process effectively.
Furthermore, Spilt, et al (2011), argued that teachers internalized
experiences with students in representational models of relationships. The

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notion of mental representations of relationships at different levels of
generalization could offer a window to understand how individual teacher–
student relationships may affect the professional and personal self-esteem of
teachers. It was also revealed that the influence of student misbehavior on
teacher’s stress may be more fully understood from a relationship perspective.
Similarly, Perumal (2015), found in his study that improving student’s
relationship with teacher has important, positive and long lasting
implications for both students’ academic and social development. Findings also
revealed that students who have close, positive and supportive relationships
with their teacher will attain higher levels of achievement than those students
with more conflict in their relationships. Furthermore, a student who receive
constructive guidance and praise rather than just criticism from teacher, is
likely to show more engagement in learning behave better in class and achieve
at higher levels academically.
Cheung (2011), found that teaching anxieties have many negative effects
on both students and teachers. Thus, based on results from the questionnaires,
factors that may reduce teaching anxiety of teachers were suggested by
interviewing 10 Hong Kong in-service teachers. Their suggestions were applied
to professional developmental courses in reducing teaching anxiety for in-
service teachers.
Dealca (2015), made also a study on classroom management intervention
(CMI) model for behaviorally-challenged students of Bogṅa Integrated School
for the school year 2014-2015. The study developed a model that addressed the
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need to secure rules, routines, and discipline for behaviorally challenged
students. The suggested interventions by the teachers were to promote parent
involvement of misbehaving students in the classroom, hold series of parent
conferences for particular problems on misbehaving students for monitoring
and collaborate with parents on a home-school behavior plan.
Emotional Quotient/Intelligence
People from all professions –educators, psychologists, human resources
professionals, and corporate executives – began to incorporate EI into their
daily vernacular and professional practices (Brackett, Rivers, Salovey, 2011).
The concept of emotional intelligence (EI) originated back in 1920s when
Thorndike (1920)for the first time conceptualized the emotional intelligence
into three dimensions i.e. abstract intelligence, mechanical intelligence and
social intelligence. Afterwards in 1980s, several scholars made further
contributions to the concept of emotional intelligence, e.g. Gardner (2013) came
up with the idea of intra-emotional intelligence and inter-emotional
intelligence. Emotional intelligence (EI), which includes an array of emotional
competencies that can facilitate the identification, processing, and regulation of
emotion, may contribute to or underlie a large number of the positive factors
comprising teacher efficacy (Vesely, Saklofske, & Leschied, 2013. Drawing upon
research from psychology, education, and occupational management, it has
been argued that having higher levels of EI can improve the management of
stress, helping to facilitate effective teaching (Saklofske et al., 2012).

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EI qualifications according to Bar-On (2012) are self-regard,
interpersonal relationship, impulse control, problem solving, emotional self-
awareness, flexibility, reality-testing, stress tolerance, assertiveness, and
empathy. These ten factors appear to be the key components of emotional-
social intelligence (Bar-on, 2012).
Teachers with high EI create classrooms that are physically and
psychologically safe. If children are frightened about their physical safety, their
learning will be dramatically impeded (Powell and Powell, 2013). This study
specifically anticipates a relationship between EI and student-centered
classroom management approach because individuals with EI are able to relate
to others with compassion and empathy, have well developed social skills, and
use this emotional awareness to direct their actions and behavior. Teachers with
high EI excel in their jobs because they are always open to new ideas and
welcome feedback about their teaching from students. This will open a
communication pathway that enables students to feel more attached to their
teachers. One of the sub-domains of EI that stresses relational issues is the
skills to develop bonds, understanding others etc. Subsequently, teachers with
high EI will not make hasty decisions even in critical situations (for example:
when students display disruptive behavior, or when they encounter ethical a
dilemma). This will promote a better understanding between the teacher and
the student, and students will feel nurtured and supported by their teachers. EI
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qualifications are empathy, problem solving, flexibility, stress tolerance,
trustworthiness, and leadership (Bar-On, 2012).
Yahyazadeh-Jeloudar et al. (2013) have studied the relationship between
secondary school teachers’ EI and their classroom discipline strategies. The
results showed that there was a significant relationship between teachers’ EI
and their classroom discipline strategies. Tunca (2013) too aimed 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
Wittaker and Harden (2013) found that the level of teacher-student
conflict was positively related to student externalizing behaviors in preschool
aged children. Based on their findings, they recommended “extensive support,
observation, and feedback for teachers regarding their interactions and
relationships with children, particularly those exhibiting challenging behaviors”
(p.189). In 2012, Nizielski et al. investigated the role of teacher emotional
intelligence (EI) on student misconduct and found that teacher EI was
negatively related to student misconduct. They concluded that a teacher’s
ability to effectively regulate his or her emotions allows for the physical and
behavioral expression of emotions in a manner that positively influences
student behavior.
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Emotional Intelligence and Teachers’ Effectiveness
In a study which aimed to replicate Ghanizadeh and Moafian’s findings
with a more homogenous sample, Khodadady (2013) investigated the
relationship between teacher EI and teacher effectiveness. The population
under investigation was specific to Iranian teachers of English as a foreign
language who instructed high school students. In this study, 95 such teachers
from both public high schools and private language institutes completed the
EQ-i to assess teacher EI and 1704 of their high school students completed the
Characteristics of Effective English Language Teachers rating scale to measure
teacher effectiveness. The results of this study contradict the findings of
Ghanizadeh and Moafian’s study and indicate that as teacher EI increases,
teacher effectiveness decreases through a weak, but statistically significant
negative relationship. Among the EQ-i’s five constructs, a statistically
significant relationship was found between three of the constructs and teacher
effectiveness. Stress management and adaptability were found to have a
negative relationship while interpersonal competencies were found to have a
positive relationship with teacher effectiveness. Khodadady (2013) concludes
that although his study did indicate a weak yet significant negative relationship
between teacher EI and teacher effectiveness, the tools utilized to measure both
variables have flaws that make their validity questionable. Therefore, he
suggests that future research explore the relationship between teacher EI and
teacher effectiveness utilizing different measurement tools for both variables.
Further limitations of this study center on issues that limit generaziability to the
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proposed study. While the student population in his study was more
homogenous than in Ghanizadeh and Moafian’s study, the student population
of high school students in Iran is not at all similar to the student population of
elementary school students in the proposed study. Similarly, the teacher
population in the current study is very different from the teacher population in
the proposed study.
In 2012, Allen, Ploeg, and Kaasalainen also investigated the relationship
between teacher EI and teacher effectiveness, with results that were in stark
contrast to Khodadady’s. In their study, the population under investigation was
clinical nursing faculty members of an undergraduate nursing program in
Canada. The authors point out that effective clinical teaching as they define it in
their study “is associated with enhanced student learning” (p.233). In their
study, 47 faculty members completed two measures: the BarOn EQ-i:S (the
short version of the EQ-i) to assess EI and the modified Nursing Clinical
Teacher Effectiveness Inventory to assess teacher effectiveness. Data analyses
found a moderately strong, positive relationship between overall EI and overall
effectiveness. Statistically significant positive relationships were also found
between overall EI and all teacher effectiveness sub-scales as well as between
overall teacher effectiveness and all EI subscales. Further there were no
significant relationships found between EI and age, years of nursing, years of
teaching, level of education, or employment status. While results of Allen et al.’s
(2012) study indicate that a positive relationship between teacher EI and
student academic progress is possible, there are several limitations that may
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affect validity and generalizability. In terms of validity, this study, as in the two
studies discussed above, actually investigated mixed/trait EI through utilization
of the EQ-i:S. As outlined previously, construct validity of the mixed/trait
model of EI is questionable. Similarly, teacher effectiveness was measured
through a self report tool. Self report tools are highly susceptible to response
bias which works to decrease validity. In regard to generalizability to the
current study, Allen et al.’s study was conducted in Canada, not in the United
States. Further, the population under investigation was higher education faculty
not elementary level teachers. While clinical nursing faculty are still educators,
they are teaching to a very different population of students than elementary
school teachers
In a study similar to that of Allen et al., Jha and Singh (2012)
investigated the relationship between undergraduate faculty EI and teacher
effectiveness. In their study, 250 faculty members from medical and
engineering colleges in India completed measures to assess both EI and teacher
effectiveness. Participants completed the Emotional Intelligence Scale, a self
report tool based on Goldman’s theory, and the Teacher Effectiveness Scale, a
self-report tool to measure teacher effectiveness. Students of participating
faculty completed the Teacher Rating Scale in order to decrease the threat of
response bias if only the teachers themselves reported on their effectiveness.
Data analyses revealed a strong positive relationship between teacher EI and
both measures of teacher effectiveness. Further, all EI subscales were
significantly and positively related to both measures of teacher effectiveness,

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with emotional stability, managing relations, and self-motivation having the
strongest relationships with both measures. Finally, regression analyses
indicated that teacher EI can account for 42% of the variance in self-reported
teacher effectiveness and 33% of the variance in student rated teacher
effectiveness. 37 While results of Jha and Singh’s (2012) study provide further
evidence that a positive relationship between teacher EI and student academic
progress is feasible, there are also several limitations in this study that may
affect its validity and generalizability. The Emotional Intelligence Scale utilized
in this study, measures EI as defined by Goldman. Goldman’s theory on EI is a
mixed/trait model and, as discussed previously, construct validity in
mixed/trait models are questionable. Next, while the Teacher Rating Scale was
completed by students of participating faculty members in order to decrease the
response bias threat to validity, the rating scale is still based on a respondent’s
perception of their teacher’s effectiveness, not actual effectiveness, and is also
susceptible to response bias. Further, the definition of teacher effectiveness
utilized in this study, had more to do with the teaching process rather than
teaching outcomes, making a connection to the variable of academic progress in
the current study less likely. Finally, while the study outlined the procedures for
teacher participants, it did not outline how students of teacher participants
were recruited or the procedure they followed to complete measurement tools.
These unknowns raise serious questions regarding the validity of the student
rating measurement tool and its data. In terms of generalizability, the same
concerns as mentioned in the previously outlined studies are applicable. First,

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the study was conducted in India, not the United States, where the current
study will be conducted. Next, the population under investigation was higher
education faculty, not elementary level teachers.
Emotional Intelligence and Student’s Achievement
In 2012, Nizielski et al., investigated the relationship between teacher EI
and student misconduct. Three hundred Syrian teachers from integrated
elementary, middle, and high schools participated in the study and completed
three 38 measures. The Wong and Law Emotional Intelligence Scale, a self-
report measure based on Mayer and Salovey’s theory of EI, was completed to
measure teacher EI. A shortened version of the disrespect subscale of the Pupil
Behavior Patterns scale was completed to measure negative behavior patterns
at the class level and the authors created a 10 item scale to rate teacher
attention to student needs. Results indicated that there was a statistically
significant negative relationship between overall teacher EI and student
misconduct. Further, two subscales of EI, self emotion appraisal and regulation
of emotion were also significantly and negatively related to student misconduct.
While results also indicated that attention to student need mediates the
relationship between teacher EI and student misconduct, Nizielski et al (2012)
conclude, “we consider EI to be the more stable variable and consequently
assume teacher EI to more strongly affect attention to student needs as well as
student misconduct, rather than the other way around” (p.326). Taken together,
the results of Nizielski et al.’s (2012) study along with the previously discussed
relationship between student behavior and academic achievement imply that a

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positive relationship between teacher EI and student academic progress is
possible (McPherson et al., 2011). However, this study has similar limitations to
all studies outlined on teacher EI thus far that may affect both validity and
generalizibity. In regard to validity, this study utilizes self report measures to
assess the variables under investigation. Nizielski et al. (2012) discuss this
limitation and state that, “self-reports may be limited by self-enhancement,
social desirability bias, and lack of accurate self-knowledge” (p.326). The
authors recommend that future researchers should consider measuring
variables utilizing more objective measures, such as ability assessments of EI.
In regard to generalizability, while participants in this study were classroom
teachers of elementary, middle, and high school level students, which is closer
to the proposed study than others discussed thus far, this study is still
conducted in a different country than the proposed study.
A year after Nizielski et al.’s article was published, Jones et al. (2013)
made the jump from behavior to academic achievement and argued that teacher
social and emotional skills are essential to student academic success. In this
theoretical article Jones et al. (2013) first outline and define ‘social and
emotional skills’. They report that social and emotional skills encompass three
main areas: emotional processes, social and interpersonal competencies, and
cognitive regulation. They then discuss how social and emotional skills
influence student outcomes through the impact they have on the quality of
teacher-student relationships, the ability of the teacher to model these
appropriate skills, and teacher classroom organization and management.

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Research in these three areas is cited to support their argument. Finally, they
discuss the impact burnout and stress have on teachers and the role teacher EI
may play in relation to these variables. They conclude that what is necessary in
education is “a fundamental understanding that social and emotional
competencies are not secondary to the mission of education, but concrete
factors in the success of teachers, students, and schools” (Jones et al., 2013,
p.65).
Jones et al. (2013) make a solid theoretical argument that teacher social
and emotional skills are essential to student academic success. However, they
do not present any empirical data that directly links these two variables.
Further, while the definition of social and emotional skills that the authors
provide overlaps substantially with the Mayer and Salovey’s definition of EI,
there are some difference between the two. For example, Jones et al outline that
the social and interpersonal competency area includes acting in pro-social ways
which is more in line with a trait/mixed model of EI. Similarly, they assert that
cognitive regulation includes maintaining attention and focus which is also
more in line with a mixed/trait model of EI.
In 2014, Curci, Lanciano, and Soleti published an empirical article
investigating the relationship between teacher EI and student academic
achievement. In the study 12 math teachers from two Italian junior high schools
completed the MSCEIT to measure EI as well as two sections of a previously
established questionnaire on teacher motivations, emotions, and teaching
strategies in order to measure teacher emotional states and teacher self efficacy.
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Students of teacher participants were also recruited and 338 of them
participated. Student participants completed three self report scales to measure
self-esteem, metacognitive beliefs, and self reports of ability. Science and math
GPA was also utilized in order to measure actual student achievement. Results
indicate that of all teacher characteristics of interest, only EI abilities were
associated with student performance. In regard to student characteristics both
self esteem and perceived ability were associated with student performance.
The authors report that, “Overall, the present results supported our general
expectation that teachers’ EI abilities interact with students’ self-esteem and
self-reported abilities in promoting school success” (Curci et al., 2014, p.440).
While Curci et al.’s study is promising in that it did find a significant
relationship between teacher EI abilities and student achievement, a few
limitations make may decrease validity and generazibility of the study. The
main concern is the very small sample size of 12 teacher participants which
limits the validity of data analyses performed. Another concern is that the
researchers only gather information on student GPA in math and science rather
than in all academic areas to measure student performance. Further, they
provide no rationale as to why they decided to measure student performance in
this manner. Finally, the population in this study included Italian junior high
school math teachers, which is unlikely to generalize to elementary classroom
teachers in the United States.

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Synthesis
There are various research studies conducted about classroom
management one of which is the study of Agabi et. al 2014 where he mentioned
that Classroom management refer to the sum total of plan of actions taken by
the teacher in the classroom to bring about a conducive classroom environment
that supports teaching and learning leading to success and achievement.
Whereas, Mecreary. 2010 and Agabi, Onyejeke and Wali 2014 defined defined
classroom management as the process and strategies an educator uses to
maintain a classroom environment that is conducive to students learning and
success.
Martin and Saas, 2014 expounded on the fact that the success of any
educational system depends largely on the effectiveness of classroom
management. Etheridge 2010 stated that students behavioral issues that affect
the way a teacher manages the classroom.
Shook 2012 study provide perspectives on how new teachers conduct classroom
management while Stough et, al 2015 suggested for teachers to have training
with classroom management.Perumal 2015 on his study stated that teachers
and students relationship must be strengthened for a more effective classroom
management.
For Emotional Quotient, Gardnes 2013 provide concepts of Emotional
Quotient of EQ while Vesely, Sakloske and Leschied 2013 stated that EQ affects
teachers' efficacy. Likewise, Bar-on, 2012 provide EI qualifications. Similarly.

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Powell 2013 stated that Teachers with high EI create classrooms that are
physically and psychologically safe.
Khodadady (2013) concludes that although his study did indicate a weak
yet significant negative relationship between teacher EI and teacher
effectiveness, the tools utilized to measure both variables have flaws that make
their validity questionable.
While results of Allen et al.’s (2012) study indicate that a positive
relationship between teacher EI and student academic progress is possible,
there are several limitations that may affect validity and generalizability. In
terms of validity, this study, as in the two studies discussed above, actually
investigated mixed/trait EI through utilization of the EQ-i:S.
Theoretical Framework
This study is anchored on the Emotional Intelligence Theory by Daniel
Goleman who stated that emotional Intelligence (EQ) is defined as the ability to
identify, assess, and control one’s own emotions, the emotions of others, and
that of groups.
Goleman categorizes emotional intelligence into five different groups:
emotional self-awareness, managing emotions, harnessing emotions
productively, empathy, and handling relationships.
According to Goleman, emotional self-awareness includes proficiency in
three abilities. First, improvement in recognizing and naming one’s own
emotions. Second, being better able to understand the causes of one’s feelings.
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Finally, emotional self-awareness includes the ability to recognize the difference
between feelings and actions (1995).
Goleman’s second category is managing emotions. This category includes
better frustration tolerance and anger management, appropriate expressions of
anger, stress management, and less social anxiety. Goleman cites an excerpt
from Aristotle’s The Nicomachean Ethics that best summarizes Goleman’s
characteristics of managing emotions: "Anyone can become angry-that is easy.
But to be angry with the right person, to the right degree, at the right time, for
the right purpose, and in the right waythis is not easy." (p. ix, 1995).
Goleman’s third category includes self responsibility and self control.
Minimizing impulsive behavior and delaying gratification are important
characteristics of emotional intelligence. Empathy and the ability to read the
emotions of others is Goleman’s fourth category. This includes abilities such as
proficiency at being able to take another person’s perspective, improved
sensitivity for others’ feelings, and better listening to others. Goleman’s final
category is handling relationships, which includes all aspects of interaction with
others. Harmony in groups including sharing, cooperation, and helpfulness is
part of this category. It also includes diplomacy in dealing with others, and
being able to resolve conflicts and negotiate disagreements. An individual’s
assertiveness in dealing with others is also a part of this category.
The theory is considered since the study aims to determine the
Classroom management practices and Emotional Quotient of the teachers of
Maranatha Christian Academy.

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Conceptual Framework
TEACHERS
 Level of Management  Emotional Quotient

Practices as to level of teachers
Classroom  Emotional Awareness
 Behavior Management  Emotional
 Learning Environment Management
 Working with Parents  Social Emotional
 Planning and Awareness
Support  Relationship
Management
Development Program
Figure 1.0
Research Paradigm on Classroom Management Practices and Emotional
Quotient of Teachers at Maranatha Christian Academy Metro Manila Chapter
The figure above shows the flow of this research paper of where it would
go. The two-box contains the variables to be used in the study. The first box
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contains Level of Classroom Management Practices as to ,Classroom behavior/

discipline, Student’s Achievement, Learner’s Support and Responsibility and
Choice and the second box contains Emotional Quotient level of teachers,
Emotional Awareness, Emotional Management, Social Emotional Awareness,
and Relationship Management.
As reflected the variables in the two boxes are needed by the teachers
and these variables will be used to come up with a Development Program on
Classroom Management Practices and Emotional Quotient of Teachers at
Maranatha Christian Academy Metro Manila Chapter.
Definition of Terms
For the purpose of clarification and better understanding of this study,

the following terms are operationally and theoretically defined:
Behavior Management. This refers to the discipline management of
the teacher in the classroom.
Classroom Management. This refers to the process of ensuring that
classroom lessons run smoothly without disruptive behavior from students
compromising the delivery of instruction.
Emotional Awareness. This is the ability of the teacher to be aware of
his/her thoughts, feelings or emotions
Emotional Quotient. This refers to the capability of a person to
manage and control his or her emotions and possess the ability to control the
emotions of others as well.

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Emotional Management. This refers to ability to realize, readily
accept, as well as successfully control feelings in oneself (and sometimes others)
Learning Environment. This refers as to how teachers provide
support to learners as a form of classroom management.
Working with Parents. This refers to ability to have a good
relationships towards other people.
Planning and Support. This refers to ability of teachers to provide
responsibility and choice for students as part of his classroom management
technique.
Social Emotional Awareness. This refers to ability to understand
and respond to the needs of others
Students’ Achievement. This refers to the progress of the students as
a result of good classroom management

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Chapter 3
METHODOLOGY
This chapter presents the research design and procedure used in the
study. It includes the research locale, respondents, research instruments, data
gathering procedure, and the statistical treatment of data.
Research Design
The study will use the descriptive-correlational method of research.
According to Calmorin (2016) this method is designed to gather information
about the present existing conditions. The objective or purpose in using this
method is to describe the nature of the situation as it exists and to explore the
causes of prevailing conditions with practices and descriptions of the activities.
It involved collection of data in order to test hypothesis and to answer the
questions concerning the subjects of the study.
It involves gathering data and information about classroom management
practices and emotional quotient of teachers of Maranatha Christian Academy
Research Locale
The study will be conducted in Maranatha Christian Academy School
System Manila Chapter.
The Maranatha Christian Academy (MCA) is a non-stock non- sectarian
and non-profit institution which offers high quality but low costs education that
seeks to form persons with high regard to Christian values. Furthermore, with
more than one hundred branches nationwide, the institution offers various
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facilities and amenities designed to give full and value added support to the
learning environment of its students. The institution was pioneered by Leticia
Santos Ferriol Ed D. with an aim of providing quality education that will meet
the community and global competitiveness geared towards the development of
intellectual, social, moral and above all, the spiritual being. With the above
consideration, the name MCA was chosen and formed.
The school aims to develop a well-rounded personality that includes the
development of spiritual being of every student with the aid of the word of God.
MCA Philosophy is based on Proverbs 22:6 “Train up a child in the way
the should go and when he is old he will not depart from it.”
Research Respondents
The respondents of the study include one hundred fifteen (115)
respondents. They will be the teachers in Maranatha Christian Academy School
System in Metro Manila Chapters. There are three (3) groups of respondents
from different chapters consist of 40, 40, and 35 respondents. This study will be
conducted in the 2nd Semester of the School Year 2019-2020. There will be
respondents for each chapter selected through purposive sampling
technique.
Research Instrument
A researcher-made questionnaire will be used as the main instrument of
the study. Part I consist of the profile of the respondents while Part II dealt
with the level of classroom management practices of teacher respondents and

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Part II include the Emotional Quotient level of the teachers. It involves
gathering data and information about classroom management practices and
emotional quotient of teachers of Maranatha Christian Academy
Data Gathering Procedure
The study described the classroom management and emotional quotient
of teachers of Maranatha Christian Academy in Metro Manila Chapters. It
considered the following procedural steps:
After incorporating the suggestions given by the experts during the
preliminary defense, revision of Chapters 1-3 immediately followed to secure
permit to conduct the study from the Office of Graduate School.
The researcher asked permission from the Educational Committee of the
Maranatha Christian Academy to conduct the study upon approval of which, the
questionnaire-checklist was constructed and validated to obtain needed
information from the school administrators and teachers in different schools.
In this undertaking, the researcher made a preliminary survey or inquiry
to be conducted in the Maranatha Christian Academy School System for Region
4 to determine the feasible number of school head and teachers’ respondents.
Appropriate permit for the conduct of the survey was requested to the
Educational Committee of the Maranatha Christian Academy. Another letter of
request to the principals of the chosen branches together with the
questionnaire-checklist is hand carried and was given to the respondents. The
questionnaire-checklist was later on retrieve from the respective respondents

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after one week. After the retrieval, the data collected encoded and entered into
the matrix to come up with computed generated results.
Analysis and interpretation of the gathered data by the researcher using
appropriate statistical tools were done. Suggestions and recommendations for
the improvement of the study from the interviewees were taken into account in
the final draft of the research output. After which, the study was presented to
the research adviser and the panel statistician for critiquing in preparation for
oral defense. Suggestions and recommendations for the improvement of the
study were taken into account in the final draft of the research output.
Statistical Treatment of Data and Analysis
Analysis of data applied the quantitative techniques. Both descriptive
and inferential statistics will be employed in this study to ensure the reliable
results and interpretation of data.
For the analysis and interpretation of data, the following statistical tools will be
considered:
The frequency distribution to present the responses of the
respondents in the questionnaire that was administered.
The weighted mean was utilized to determine the level of classroom
management practices and Emotional Quotient level of the teacher
respondents. The total mean score of the ratings were obtained based on the
following ranges and their corresponding interpretations.

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Mean rating Interpretation
4.21 – 5.00 Very highly implemented
3.41 – 4.20 Highly implemented
2.61 – 3.40 Moderately Implemented
1.81 – 2.60 Fairly implemented
1.01 – 1.80 Not Implemented
To determine the significant relationship on the level of the classroom
management practices of teachers and their level of emotional intelligence
Pearson-r will be applied.
Pearson product moment correlation (r)
𝑛(∑ 𝑥𝑦) − (∑ 𝑥)(∑ 𝑦)

𝑟=
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 − (∑ 𝑦)2 ]
Rating Strength of Correlation
1.00 Perfect Correlation
0.91 - 0.99 Very high correlation
0.71 - 0.90 High correlation
0.41 - 0.70 Moderate correlation
0.21 – 0.40 Low correlation
0.20 – 0.00 Negligible correlation

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To determine the significant difference of the level of classroom
management practices of teachers and the significant difference on the level of
emotional quotient ANOVA (one way) will be applied

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Chapter 4
RESULTS AND DISCUSSION
This chapter presents the result, statistical analysis and interpretation of
data relative to the questions raised in the major problem of the study.
Table 1
Frequency Distribution of Respondents According to Sex
Sex f %
Female 77 67
Male 38 33
Total 115 100
Table 1 presents the distribution of the respondents according to their

sex. It could be gleaned from the table that 77 or 67% of the respondents are
female while 38 or 33% of the respondents are male. This implies that majority
of the respondents are female.
Table 2
Frequency Distribution of Respondents According to Age
Age f %
51 above 8 7
46 - 50 13 11
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41 - 45 22 19
36 - 40 26 23
31 - 35 25 22
26 - 30 12 10
20 - 25 9 8
Total 115 100
The table reveals that 8 or 7% percent of the respondents are
above 50 years old, 13 or 11% percent of the respondents are 46-50 years old, 22
or 19% percent of the respondents are 41-45 years old, 26 or 23 % percent of the
respondents are 36-40 years old, 25 or 22 % percent of the respondents are 31-
32 years old, 12 or 10% percent of the respondents are 26-30 years old, and 9 or
8 % percent of the respondents are 20-25 years old. Majority of the respondents
aged 36-40 years old.
Table 3
Frequency Distribution of Respondents According to status
Status f %
Widow/widower 3 3
Married 72 62
Single 40 35
Total 115 100

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The table states that 3 or 3 % percent of the respondents are widow/
widower, 72 or 62 % percent of the respondents are married, 40 or 35% percent
of the respondents are single. This implies that majority or 62 percent of the
respondents are married.
Table 4
Frequency Distribution of Respondents According to Length of Service
Length of Service f %
25 above 20 17
21 -25 26 23
16 - 20 23 20
11 - 25 18 16
5 - 10 17 15
0-5 11 9
Total 115 100
The table reveals that 20 or 17% percent of the respondents have above
25 years in service, 26 or 23 % percent of the respondents have 21-25 years in
service, 23 or 20 % percent of the respondents have 16-20 years in service, 18
or 16 % percent of the respondents have 11-15 years in service, 17 or 15 %
percent of the respondents have 5 - 10 years in service, and 11 or 9% percent of
the respondents have 0-5 years in majority of the respondents have 21-25
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years of service.
Table 5
Frequency Distribution of Respondents According to Assigned Department
Assigned department f %
High school 47 40
Elementary 57 50
Pre-school 11 10
Total 115 100
Table shows that 47 or 40% percent of the respondents came from high
school department, 57 or 50% percent of the respondents came from
elementary department, and 11 or 10 % percent of the respondents came from
pre-school department. Majority of the respondents which is 50% percent came
from Elementary Department.
Table 6 on the next page shows the Level of Classroom Management
Practices of Teacher-respondent in terms of behavior management. The table
reveals that the respondents rated “statement 9” the highest with a mean of
4.54 very highly implemented and the “statement 3” was rated the lowest with a
mean of 3.93 highly implemented. The overall rating in behavior management
was 4.26 very highly implemented.

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This implies that teacher uses differentiated instructions in the class as
part of their behavior management techniques. Thus, we can say that teachers
are aware of the individual differences and the learning styles of students
Table 6
Level of classroom management practices of

teacher respondents in terms of behavior management
Behavior Management 1 2 3 Mean VI
1 Positive attention for desired behavior is used. 4.38 4.33 4.2 4.3 VHI
I provide explicit instruction regarding expected
2
behaviors. 4.3 4.28 4.29 4.29 VHI
3 I ignore minor instances of negative behavior. 4.13 3.7 3.97 3.93 HI
I redirect children to a more desired
4 activity/behavior when they engage in minor
instances of negative behavior. 4.28 4 4.14 4.14 HI
I teach students proper use of materials via
5 modeling, instruction of rules, and poster
examples. 4.3 4.33 4.37 4.33 VHI
I explicitly teach classroom expectations, review
6
them often with the children. 4.43 4.55 4.49 4.49 VHI
7 I routinely advise children of upcoming transitions 4.08 4.08 4.26 4.14 HI
Students are encouraged to negotiate their own
8
solutions to problems 4.28 4.28 4.2 4.25 VHI
I intentionally use data to differentiate instruction
9
for individual learners as needed. 4.5 4.6 4.51 4.54 VHI
I analyze classroom data to determine whether a
10
given instructional strategy is working. 4.15 4.15 4.31 4.2 HI
Total 4.28 4.23 4.27 4.26 VHI
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Results are support the study of Valiandes (2015) who found out that
students made better progress in classrooms where differentiated instruction
methods were systematically employed, compared to students in classrooms
where differentiated instruction methods were not employed. Based on the
findings, the quality of differentiated teaching being given by the teacher has a
great effect on students’ achievement as well as the systematic employment of
differentiated instruction methods in mixed ability classrooms in promoting
equity, optimization of quality and effectiveness in teaching.
Table 7 on the next page presents the Level of Classroom Management
Practices of Teacher-respondent in terms of Learning Environment.
Table7 states that the respondents rated “statement 7” the highest rating
with a mean of 4.37 labeled as very highly implemented and “statement 11” was
rated the lowest mean of 4.11 which is highly implemented. The overall rating of
the respondents in learning environment was very highly implemented as
revealed in the mean rating of 4.3 which is very highly implemented.
Results imply that teachers strategically design their classroom as part of
their classroom management and that they make sure display books and other
instructional resources that pupils can use in order for them to be motivated in
learning.
Results support the study of N.W Twoli et al (2017) stated that for other
children, learning is more effective ifthey look at objects, observe a process or
watch people doing some work. Yet for others sounds and feeling such as those
from the radio, television, movies and talks by resource persons make their
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learning easier. In addition, Falsario (2014) stated that the classroom still
remains to be the main learning environment in the schools although learning
can take place in other venues. On this premise, it is.
Table 7

teacher respondents in terms of learning environment
Mea
Learning Environment
1 2 3 n VI
My classroom schedule includes time for
1
students to work and play in centers 4.23 4.38 4.34 4.31 VHI
2 My classroom has well defined spaces 4.28 4.3 4.29 4.29 VHI
There are multiple materials in the different
3
centers or areas of the room. 4.33 4.35 4.4 4.36 VHI
4 I display original student work in the classroom 4.33 4.3 4.37 4.33 VHI
The students can independently access
5
facilities, equipment and materials. 4.38 4.13 4.31 4.27 VHI
Shared book reading activities occur in both
6
large and small groups. 4.2 4.28 4.26 4.24 VHI
The classroom includes multiple books, writing
7
utensils, and other literacy materials 4.28 4.35 4.49 4.37 VHI
The classroom schedule includes a
8 combination of adult directed and child-
initiated activities in all groups. 4.13 4.13 4.29 4.18 HI
I provide manipulative and hands-on activities
9
in multiple subject areas. 4.3 4.38 4.26 4.31 VHI
1 Hands on materials are adapted to meet the
0 diverse learning needs of the students. 4.5 4.43 4.49 4.47 VHI
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1 Special education teachers plan, joint teach,

1 and/or share responsibilities 4.13 4.15 4.06 4.11 HI
4.2 4.3 VH
Total 4.28 9 2 4.3 I
Imperative that educators strive to make the classroom the best venue
for students to attain their full potential in academic performance. This type of
positive classroom climate allows for students to meet their basic needs of
physical and mental health. While there is no specific definition of what creates
a negative classroom climate, it is considered to be one in which students feel
uncomfortable, whether physically, emotionally, or academically, for any reason
Table 8

teacher respondents in terms of working with parents
Working with Parents 1 2 3 Mean VI
Promote parent involvement in
1 classroom 3.7 3.6 3.91 3.74 HI
Teach parent skills to enhance classroom
2 learning at home 4.03 4.03 3.91 3.99 HI
Collaborate with parents on a home-
school behavior plan and share goals for
3 student 4.2 4.08 4.23 4.17 HI
Hold extra parent conferences for
4 particular problems 4.3 4.2 4.26 4.25 VHI
Talk with parents about special activities
5 to do with child at home 4.28 4.25 4.54 4.36 VH
6 Develop teacher-parent partnerships 4.43 4.18 4.4 4.33 VHI

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Send home Teacher-to-Parent

7 Communication letters or newsletters 4.38 4.48 4.43 4.43 VHI
Ask parents to share ways to incorporate
8 their cultural history/stories/traditions in 4.13 4.1 4.23 4.15 HI
9 Make Home Visits 4.05 4.13 4.34 4.17 HI
10 Hold parent support groups 4.18 4.23 4.26 4.22 VHI
Total 4.17 4.13 4.25 4.18 HI
Table 8 on the presents the Level of Classroom Management Practices of
Teacher-respondent in terms of Working with Parents.
It could be gleaned from the table that the respondents rated the
“statement 7” the highest rating with a mean of 4.43 which is very highly
implemented. The second was “statement 5” with a mean rating of 4.36 labeled
as very highly implemented. The lowest rating was given to “statement 1” with a
mean of 3.74 which is highly implemented. The overall rating was 4.18 and was
labeled highly implemented
Results imply that constant communication with parents is being
practiced and that effective and impactful in the performance of the students.
Furthermore, if parents are engaged then collaboration among school and home
will be strengthened.
Results support the study of Rapp and Duncan (2012) which states that
Parental involvement is an important indicator of student success in school but,
establishing a positive relationship between school and home life can be
challenging. Rapp and Duncan (2012) suggest the school must facilitate a
collaborative, democratic environment in which community and family

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opinions, beliefs, and ideas are heard and acted upon, meanwhile
communicating the rationale and objectives of instructional strategies used in
the classroom. The ultimate goal is to form a community of practice in which all
members work towards student success. (Rapp & Duncan 2012).
Table 9

teacher respondents in terms of planning and support
Planning and Support 1 2 3 Mean VI
Use self-reflective inventories to plan
VHI
1 personal teaching goals 4.4 4.38 4.4 4.39
Review my progress in reaching goals
VHI
2 for individual student behavior plans 4.38 4.4 4.54 4.44
Review my discipline hierarchy
according to the student’s
VHI
3 developmental ability 4.45 4.48 4.46 4.46
Collaborate with other teachers for
VHI
4 solutions and support 4.43 4.6 4.63 4.55
VHI
5 Give support to other teachers 4.55 4.63 4.6 4.59
VHI
6 Read any classroom management book 4.35 4.48 4.49 4.44
Manage my stress level utilizing
VHI
7 positive cognitive strategies 4.6 4.38 4.54 4.51
VHI
8 Encourage a positive school community 4.48 4.5 4.46 4.48
I deliberately use data to differentiate
VHI
9 instruction for individual learners. 4.43 4.45 4.46 4.44
VHI
Total 4.45 4.48 4.51 4.48
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Table 9 shows the Level of Classroom Management Practices of Teacher-
respondent in terms of Planning and Support
Table 9 states that the respondents rated “ statement 5” the highest
rating with a mean of 4.59 which is very highly implemented followed by
“statement 4 with a mean of 4.55 labeled as very highly implemented.
“Statement 1” was rated the lowest rating with a mean of 4.39 which is “very
highly implemented” However, the overall rating in planning and support was
4.48 and labeled as very highly implemented.
Results imply that collaboration of teachers are being practices in
different ways like Professional Learning Communities and Team observation.
These activities aim to help teachers to unlock their skills and potentials.
Results support the study of Nieto (2010) states that Collaboration
affords teachers an opportunity to come together in an effort to improve
practice, and through this effort to assist novice educators, many veteran
teachers also find a renewed interest in their craft, which may have been
flagging or on the verge of burnout prior to the experience. The formation of
teacher teams, such as those required by collaborative professional
development models, serves to combat the sense of frustration and feelings of
isolation that grow when teachers do not have supportive and reflective
collaborative partners. Nieto (2010) finds that an important condition of
professional development “is a climate of openness, shared decision making,
and collaboration in the school,” all of which are fostered in an environment
where teachers are empowered to develop, implement and reflect upon topics
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that interest them and relate directly to their instructional and intellectual
needs.
Table 10
Summary of responses of the respondents on the level of classroom practices
Classroom Practices Mean VI
Behavior Management 4.26 VHI
Learning Environment 4.3 VHI
Working with Parents 4.18 HI
Planning and Support 4.48 VHI
Total 4.31 VHI
The table 10 presents the summary of the responses of the respondents
on the level of classroom practices.
Table 10 reveals that “planning and support” was rated the highest by the
respondents with a mean of 4.48 which is very highly implemented. Second was
the “learning environment” with a mean of 4.3 labeled as very highly
implemented, followed by “behavior management” with a mean of 4.26 which is
very highly implemented and lastly “working with parents” with a mean of 4.18
labeled as highly implemented. However, the respondents rated the classroom
practices very highly implemented as revealed by the mean which is 4.31.

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Table 11
Level of emotional quotient of teacher respondents

in terms of emotional awareness
Emotional Awareness 1 2 3 Mean VI
I am able to stand apart from my thoughts
1 and feelings and examine them 4.45 4.33 4.46 4.41 VHI
2 I find it easy to describe my feelings 4.38 4.4 4.46 4.41 VHI
Even when I’m upset, I’m aware of what’s
3 happening to me 4.53 4.38 4.51 4.47 VHI
My feelings are clear to me at any given
4 moment 4.48 4.33 4.6 4.47 VHI
5 Emotions play an important part in my life 4.2 4.3 4.34 4.28 VHI
6 My moods impact the people around me 3.93 3.93 4 3.95 HI
My moods are easily affected by external
7 events 3.8 3.78 3.8 3.79 HI
8 I can easily sense when I’m going to be angry 3.88 4 4.2 4.03 HI
9 I readily tell others my true feelings 3.98 4.03 4.23 4.08 HI
10 I find it easy to put words to my feelings 3.88 3.88 4.11 3.95 HI
Total 4.15 4.13 4.27 4.18 HI
Table 10 presents the Level of Emotional Quotient of Teacher-
respondent in terms of Emotional Awareness
Table 10 reveals that “statements 3 and 4” was rated the highest rating
with a mean of 4.47 and labeled as very highly implemented. The second was
statements 1 and 2 with a mean of 4.41 which is very highly implemented. The
lowest rating was given to “statement 7” which is highly implemented. However,

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the respondents’ rated emotional awareness 4.18 labeled as highly
implemented.
Results imply that teachers are aware of their emotions and can control
them. Thus, making their classroom management skills implemented properly.
Table 12

in terms of emotional management
Emotional Management 1 2 3 Mean VI
1 I am an emotionally balanced person. 4.28 4.28 4.29 4.28 VHI

2 I accept responsibility for my reactions. 4.28 4.23 4.4 4.3 VHI
I maintain my composure, even during
3 stressful times 4.38 4.43 4.51 4.44 VHI
I find it easy to make goals and stick with
4 them. 4.28 4.2 4.43 4.3 VHI
I direct my energy into creative work or
5 hobbies. 4.48 4.35 4.51 4.45 VHI
6 I am a very patient person 4.38 4.33 4.51 4.4 VHI
I can accept critical comments from others
7 without becoming angry 4.3 4.23 4.43 4.32 VHI
If an issue does not affect me directly, I don’t
8 let it bother me 4.38 4.43 4.34 4.38 VHI
I can restrain myself when I feel anger
9 towards someone 4.25 4.23 4.43 4.3 VHI
I control urges to overindulge in things that
10 could damage my well being 4.38 4.38 4.49 4.41 VHI
Total 4.34 4.31 4.43 4.36 VHI
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Table 11 shows the Level of emotional quotient of teacher respondents in
terms of emotional management.
It could be gleaned from the table that the highest rating was given to
“statement 5 with a mean of 4.45 which is very highly implemented followed by
“statement 3” with a mean of 4.44 labeled as very highly implemented . The
lowest rating was given to “statement 1 with a mean of 4.28 which is very highly
implemented. The overall rating of the respondents in emotional management
was 4.36 labeled as very highly implemented.
Results imply that teachers know how to handle their emotions and
stress. Their stress management techniques include relaxation and being able to
feel calm in dealing with stressors in the job.
Results agree with the concepts that teacher stressors affect the personal
experience of teaching on an individual level. Some stressors are due to
personal circumstances, which would typically be stressful for any teacher, such
as being new to the school (Ullrich, Lambert, & McCarthy, 2012), while others
relate to characteristics of the job, such as classroom demands (McCarthy,
Lambert, & Reiser, 2014; Ullrich et al., 2012). Other stressors in this category
are more psychological, and affect different teachers in different ways,
depending on their individual personality characteristics. These include low
self-efficacy (Berryhill et al., 2009; Lambert et al., 2009), which refers to the
teachers’ low self-confidence and lack of belief that they have the ability to
control a situation, or that they can bring about their intended outcome. It also
includes teachers’ low self-acceptance (Lambert et al., 2009), which reflects the
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extent to which teachers hold negative attitudes about themselves, particularly
when things go wrong in the classroom.
As individual teacher stressors are largely related to the individual
teachers’ ability to handle the demands of the job effectively, the most
important strategies in this category relate to each individual teacher’s skills in
coping with day-to-day stress. These skills are well developed in some fortunate
individuals, but can be taught to others and even to those with relatively high
anxiety. They include relaxation training (Kaspereen, 2012), mindfulness
training (Roeser et al., 2013), and exercise (Austin, Shah, & Muncher, 2005), all
of which are demonstrably effective in reducing teacher stress.
Table 13

in terms of social emotional management
Social Emotional Management 1 2 3 Mean VI

I consider the impact of my decisions on
1 other people. 4.33 4.38 4.51 4.4 VHI
I am generally able to understand the way
2 other people feel. 4.38 4.4 4.46 4.41 VHI
3 I understand when people’s plans change. 4.35 4.35 4.34 4.35 VHI
I can easily tell if the people around me are
4 becoming annoyed 4.18 4.25 4.49 4.3 VHI
5 I sense it when a person’s mood changes 4.4 4.38 4.54 4.44 VHI
I am able to be supportive when giving bad
6 news to others 4.33 4.38 4.51 4.4 VHI
My friends can tell me intimate things about
7 themselves 4.28 4.35 4.51 4.38 VHI
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It genuinely bothers me to see other people

8 suffer 4.38 4.3 4.54 4.41 VHI
I usually know when to speak and when to
9 be silent 4.45 4.48 4.69 4.54 VHI
10 I care what happens to other people 4.48 4.5 4.66 4.54 VHI
Total 4.35 4.38 4.53 4.42 VHI
Table 12 shows the Level of emotional quotient of teacher respondents in
terms of social emotional management
Table 12 reveals that “statements 9 and 10” were given the highest rating
of 4.54 which is very highly implemented. The second was “statement 5” with a
mean of 4.44 labeled as very highly implemented. Likewise, the lowest rating
was given to “statement 4” with a mean of 4.3 which is very highly
implemented. However, the respondents’ overall rating in social emotional
management was 4.42 labeled as very highly implemented.
Results reflect the core values of the school and were embodied by the teachers,
the willingness to help, interact with one another and collaborate with one another.
Also, the personality of being humble and quiet if he has nothing good to say and
always be happy with what others have achieved.
Results support the study of William, Brien and LeBlanc (2012) pointed
out that Whole school strategies which support teachers in addressing team
related stressors revolve around creating an open and mutually supportive
school based team. Opportunities to develop a school climate strategy are
beneficial (Cohen et al., 2009), and help to promote healthy relationships

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between peers and with administrators, which reduce teacher stress. While
some research indicates that teachers are subject to bullying at work, the
learning organization approach is incompatible with organizational bullying
(Korkmaz & Cemaloglu, 2010), and may be effective in shifting a school culture
of bullying in a positive direction. Learning organizations adapt to change,
value knowledge and professional development, and foster a collaborative,
trusting climate. Guidance on transforming a school into a learning
organization.
Table 14
in terms of relationship management
Relationship Management 1 2 3 Mean VI

1 I am able to show affection. 4.43 4.45 4.69 4.52 VHI
I am able to talk someone down if they are
2 very upset. 4.48 4.48 4.6 4.52 VHI
3 I am a fairly cheerful person. 4.33 4.43 4.57 4.44 VHI
I find it easy to share my deep feelings
4 with others. 4.38 4.33 4.54 4.41 VHI
5 I am good at motivating others. 4.2 4.25 4.46 4.3 VHI
6 My relationships are safe places for me 4.25 4.28 4.54 4.36 VHI
7 It is easy for me to make friends 4.35 4.38 4.51 4.41 VHI
8 People tell me I am sociable and fun 4.55 4.4 4.51 4.49 VHI
9 I like helping people 4.38 4.4 4.54 4.44 VHI
10 Others can depend on me 4.45 4.45 4.6 4.5 VHI
Total 4.37 4.38 4.56 4.44 VHI
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Table 14 states that the respondents rated “statements 1 and 2 “the
highest rating with the mean of 4.52 labeled as very highly implemented
followed by “statement 10” with a mean of 4.5 which is very highly
implemented. The lowest rating was given to “statement 5” with a mean of 4.3
labeled as very highly implemented. However, the overall rating in terms of
relation management was 4.44 which is very highly implemented.
Results imply that teachers in MCA are passionate and kind-hearted that
they care about each other. They are always ready to help someone in need and
they are always showing appreciation and affection towards one another.
Table on the next page presents the Summary of Respondents on the
Level of Emotional quotient.
Table 15
Summary of responses of the respondents on the level of emotional quotient
Emotional Quotient Mean VI

Emotional Awareness 4.18 HI
Emotional Management 4.36 VHI
Social emotional Management 4.42 VHI
Relationship Management 4.44 VHI
Total 4.35 VHI
Table 15 highlights that the highest rating was given to “relation
management” with a mean of 4.44 which is very highly implemented, followed
by “social emotional” management with a mean of 4.42 labeled as very highly
implanted next was “emotional management” with a mean of 4.36 which is very
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highly implemented and the lowest rating was emotional awareness with a
mean of 4.18 labeled as highly implemented. However, the overall rating was
very highly implemented as revealed by the mean of 4.35 labeled as very highly
implemented.
Table 16
Significant difference on the level of classroom practices among the
respondents
Analysis of Variance
Source of Variation df SS MSS F-value P-value
Between Groups 2 0.01 0.005 0.36 4.26
Within Groups 9 0.13 0.014
Total 11 0.14
With the degrees of freedom of 2 over 9 at .05 level of significance the F
computed value is 0.36 and F critical value is 4.26. Since F computed value is
/</ F critical value the null hypothesis is accepted. Therefore, there is no
significant difference on the level of classroom practices among the
respondents.
Results imply that it is not about the teacher inside the class that makes
effective classroom management, hence there are factors to consider such as the
outside factor.
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Results support the study of Spahiu, I., & Spahiu, E. (2013) which states
that effective classroom management relies on factors inside and outside of a
classroom setting. Factors outside of a class include course planning, the
personal traits of teachers, a teacher-parent relationship, and psychological
factors. On the other hand, in-class factors impact students’ behavior and
motivation; they define classroom rules and problems, effect in-class activities,
teaching methods, and classroom management techniques
Table 17
Significant difference on the level of emotional quotient among the
respondents
Analysis of Variance
Source of Variation df SS MSS F-value P-value
Between Groups 2 0.06 0.03 2.31 4.2565
Within Groups 9 0.12 0.013
Total 11 0.18
With the degrees of freedom of 2 over 9 at.05 level of significance the F
computed value is 2.31 and F critical value is 4.2565. Since F computed value is
/</ F critical value the null hypothesis is accepted. Therefore, there is no
significant difference on the level of emotional quotient among the respondents.

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Results imply that the teachers’ emotional quotient does not merely define the
teachers’ state. It vary depending on different internal and external factor.
Results support the argument of Goleman (2017, p.28) who argued that
EI determines one’s potential for learning the practical skills that are based on
two competencies (personal and social competencies). Personal competency has
three domains; self-awareness, self-regulation, and self-motivation, while the
social competency comprised of two domains, namely; empathy, and social
skills. Self-awareness is defined by one’s ability to know one’s internal states,
preferences, resources, and intuitions. It has three sub-domains: emotional
awareness, accurate self-assessment and self-confidence. The second domain,
self-regulation, is marked by one’s ability to manage one’s internal states,
impulses and resources. The following indicators depict this ability: self-
control, trustworthiness, conscientiousness, adaptability, and innovation. The
third domain, self-motivation, illustrates emotional tendencies that guide or
facilitate reaching goals. Its indicators are achievement drive, commitment,
initiative and optimism. Social competencies describe how one determines his
or her ability to handle relationship (personal as well as professional). The first
domain, empathy, which marked this competency, is explained by five sub-
domains, specifically; understanding others, developing others, service
orientation, leveraging diversity and political awareness.

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Table 18
Significant relationship between classroom practices and
emotional quotient among the respondents
Classroom Emotional X2 Y2 XY
Practices (X) quotient (Y)
4.26 4.18 18.1476 17.4724 17.8068
4.3 4.36 18.49 19.0096 18.748
4.18 4.42 17.4724 19.5364 18.4756
4.48 4.44 20.0704 19.7136 19.8912
17.22 17.4 74.18 75.73 74.92
α=.05 r=0.32 df=2 p=.950
Table 18 reveals that at .05 level of significance the relationship between
level of management practices and level of emotional quotient among the
respondents is low correlation as revealed in the value of r= 0.32 . With the
degrees of freedom of 2 the critical value of r.05 = .950. Since, the computed
value of r=0.32 is /</ the critical value of r.05=.950 the null hypothesis is
accepted. Therefore, there is no significant relationship between the level of
classroom practices and the level of emotional quotient.
The results explained through various studies that the classroom
environment established by teachers is also a significant aspect of their overall
performance. Galler and Cherniss (2015) conducted an investigation examining

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the relationship between teacher EI and classroom climate with eight teacher
participants and 350 high school students. The study showed that teachers who
were labeled as being “outstanding” by their administrators were able to use
abilities associated with EI to create positive classroom environments better
than teachers who were labeled as being average by their administrators.
Morton et al. (2014) moved beyond the examination of the positive classroom
environment and investigated the role of teacher EI in overall school climate.
Findings indicated a significant relationship between teacher EI and overall
school climate as perceived by teachers.
In a study that contradicted other findings related to teacher EI and job
performance, Hall (2009) examined the relationship between the EI of
preservice teachers and student teaching performance. The ability model of EI
was used to investigate the EI of pre-service teachers and investigate its role in
performance when compared to other more traditional predictors of success
such as grade point average and scores on state-mandated certification tests.
Hall’s work found no statistical correlation between the EI of pre-service
teachers and their student teaching performance.

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusion drawn and
recommendation offered.
Summary of Findings
Based on the analysis and interpretation of data, the following are hereby
summarized.
1. Profile of the Respondents
1.1. Majority of the respondents are female aged 36-40 years old.
1.2. Most of the respondents are married and are already on their 21-
25 years of service. Most of them came from Elementary
Department.
2. The Level of Classroom Management Practices
2.1. The Level of Classroom Management Practices is Very High
Implemented
2.2. Planning and support was rated the highest by the respondents
with a resulted to be Very Highly Implemented
2.3. In terms of Behavior Management it is Highly Implemented
2.4. In terms of Learning Environment it is Very Highly Implemented.
2.5. In terms of Working with Parents, it is Highly Implemented

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3. The Level of Emotional Quotient of Teacher respondents
3.1. The Level of Emotional Quotient of Teachers are Very High
Implemented
3.2. Relationship Management was the highest aspect which is Very
High Implemented
3.3. In terms of Emotional management, it is Very Highly
Implemented
3.4. In terms of social emotional management, it is Very Highly
Implemented
4. Significant relationship between and among each variables classroom
practices and emotional quotient
4.1. There is no significant difference on the level of classroom
practices among the respondents.
4.2. There is no significant difference on the level of emotional
quotient among the respondents.
4.3. There is no significant relationship between the level of classroom
practices and the level of emotional quotient.
Conclusion
Based on the findings the following conclusions are drawn.
1. Teachers maximize differentiated instructions as a technique in behavior
management
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2. Teachers are continually creating a "positive" classroom climate in which
student learning is maximized. It is having an environment where
students feel safe, nurtured, and intellectually stimulated.
3. Teachers and parents relationship are being strengthened by having a
constant communication with one another
4. Engagement of stakeholders in the community is being practiced
5. Collaboration and teamwork among teachers are seen and felt resulting
for a better performance of the school and the students as well
6. Teachers are good in handling their emotions towards one another
7. Teachers know how to control their emotions and aware of the impact to
the classroom management
Recommendation
The following are hereby recommended:
1. School may conduct seminar on classroom management specifically to
the beginning teachers.
2. School may conduct yearly Emotional Intelligence workshop for
teachers.
3. Coordinators may include Emotional Intelligence as a topic to be
discussed in their Professional Learning Communities sessions.
4. Teachers may consider having a roundtable discussion to share their best
practices on classroom management to their peers.

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5. School may invite experts in the field of Classroom management and
Emotional Intelligence to conduct workshop for teachers about the
topics.
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UNIVERSIDAD DE MANILA

One Mehan Gardens

CLASSROOM MANAGEMENT PRACTICES AND EMOTIONAL QUOTIENT

OF TEACHERS; TOWARDS A DEVELOPMENT PROGRAM

In Partial fulfilment of the requirements for the Degree

Background of the Study

Every educator’s priority is to maintain a safe and orderly classroom.

Building a successful classroom community takes effort, focus, planning,

Learning is not exclusively dependent on teachers’ intellectual quotient

motivating factor for learning is the Emotional Intelligence (EI) of teachers

The major key to winning at classroom management is building

One of the most stressful and challenging profession is the teaching

The Department of Education (DepEd) in the Philippines, is advocating

In education, EI and classroom management of teachers would be

Abusive behavior then can be linked to low EI and as claimed by Tok, et

Filipino teachers also face complaints, even on social media like

Three elements commonly give rise to classroom confrontation between

Based from the observation and experiences of the researcher being a

integrate emotional intelligence into classroom practices for an effective and

Statement of the Problem

The purpose of this study was to determine the Classroom Management

Practices and Emotional Quotient of Teachers; Towards a Development

Program in Maranatha Christian Academy School System in Metro Manila.

Specifically, this study seeks to answer the following queries:

1. What is the profile of the respondents in terms of the following

1.3 Civil Status

1.4 Length of Service

1.5 Department Assignment

2. What is the level of classroom management practices of teacher

respondents in terms of:

2.1 Behavior Management

2.2 Learning Environment

2.3 Working with Parents

2.4 Planning and Support

3. What is the Emotional Quotient level of the teacher respondents in terms

3.1 Emotional Awareness

3.2 Emotional Management

3.3 Social Emotional Management

3.4 Relationship Management

4. Is there a significant difference on the level of classroom management

practices among the respondents?

5. Is there a significant difference on the level of emotional quotient of the

6. Is there a significant relationship between the level of classroom

management practices and level of emotional quotient of the

7. The development of proposed program will be based on the findings of

The study will test the following hypotheses:

Ho1. There is no significant difference on the level of classroom management

practices among the respondent.

Ho2. There is no significant difference on the level of emotional quotient

among the respondents.

Ho3. There is no significant relationship between the level of classroom

management practices and the level of emotional quotient among the

Significance of the Study

Teachers. The implementation of the development program will be able

improve their emotional intelligence and classroom management practices.

students with respect to the teachers’ effectiveness and competitiveness in

their children are competent and effective.

Future researchers. The future researchers will be able to use this

study as their reference for their own investigatory endeavor.

programs involving teachers. This study aimed to describe the Classroom

Management Practices and Emotional Quotient of Teachers; Towards a

Development Program in Maranatha Christian Academy School System in

Scope and Limitations

Emotional Quotient of Teachers; Towards a Development Program in