Emotional Intelligence & Teaching Performance of Contract of Service Faculty of the College of Education

An Undergraduate Thesis Proposal Presented to the Faculty of the College of Education Camarines Sur Polytechnic Colleges Naga Campus, Naga City

In Partial Fulfilment of the Requirements in Education 16: (Educational Research)

Abuloc Arnel N. Azurias Sherry Ann R. Nasol Feiry D. BEED 4

Chapter I THE PROBLEM Introduction Teaching is one of the most demanding of all professions. This profession demands from the teacher his/her teaching performance skills, emotional intelligence and personal qualities so that he/she can satisfactorily perform multiple roles and manifold responsibility. (Salandanan, 2005) In Medleys terms, the possession of knowledge and skills falls under the heading of teacher competence and the use of knowledge and skills in the classroom is referred to as teacher performance (1990). The teacher competency and teacher performance with the accomplishment of the teacher goals is said to be the measure teaching effectiveness. Thus, a teacher has to teach effectively and posses emotional intelligence to be a holistic teacher. Emotional intelligence is referred to as the ability to perceive, control and evaluate emotions. It can be learned and strengthened and can also be an inborn characteristic. Peter Salovey and John Mayer(1990) defined emotional intelligence as the subset of social intelligence that involves the ability to monitor ones own and others feelings and emotions, to discriminate among them to use this information to guide ones thinking and actions. In connection with this, teachers grow and still continue to grow with the experience she/he had in teaching. Such a positive traits, a characteristic that evolves from their daily face-to-face interaction with the person around them and to the nature of the learning task that affect their teaching performance.

The certain level of emotional intelligence and teaching performance of personnel is one of the key to determine if ones institution is capable to provide a sustainable community for the learner. Camarines Sur Polytechnic Colleges has the mission in generating technology and undertaking sustainable community development in accord with the college mandate, thrust and direction of higher education and national goals specifically the College of Education. The College of Education has the goal to develop highly competent and committed teachers and leaders in scientific and technological education to meet the demands and challenges of highly changing environment. This research will serve as the reference or guide of the Contract of Service Faculty to determine if they attain the level of emotional intelligence and teaching performance that can help the CSPC in its mission. This research seeks to determine the relationship of emotional intelligence and teaching performance. It also aims to promote the understanding and relationship of the teachers in CSPC with their co-teachers. This study also serve as the guide of COS faculty to improve their emotional intelligence and teaching performance or their skills on the methods of teaching. This could also foster stability and continuity in the field they chose through self awareness. Lastly, to the future researches, this study will serve a valuable reference.

Significance of the Study

This study is relevant to the following: To the CSPC Administration, this study will be beneficial in making activity that will improve the performance of the Contract of Service. Findings would assist the administration in hiring and rehiring the Contract of Service faculty. To the students, as the center of the educative process, the outcome of this would be beneficial for their learning through the guidance and instruction of qualifies Contract of Service faculty. Through good policy to the Contract of Service Faculty the learners will be benefited most. To the Contract of Service Faculty, findings would assist the faculty to enhance their Emotional Intelligence and Teaching Performance and develop more enthusiasm to adopt techniques in improving Emotional Intelligence and Teaching Performance as Contract of Service Faculty. To the future researcher, the output of the study will provided data for the future researcher in a similar field.

Statement of the Problem This study seeks to determine the relationship between the emotional intelligence and teaching performance of Contract of Service Faculty in the College of Education. Specifically, this study aims to answer the following questions: 1. What is the profile of the COS teachers along:
1. 2. 3. 4. 5. 6. 7. 8. 9.

Age Gender Civil status Residence Number of years in teaching Number of years in CSPC Specialization Highest degree earned Professional eligibility

2. What is the level of Emotional Intelligence of the COS faculty along: a. Life Events b. Work Pressures and satisfaction c. Personal Satisfaction d. Emotional self awareness e. Emotional Expression f. Emotional Awareness of Others g. Intentionality h. Creativity

i. Resilience j. Interpersonal Connections

k. Compassion l. Integrity m. Optimal Performance

3. What is the teaching performance of the Contract of Service faculty?

4.Is there a relationship between the Emotional Intelligence and teaching performance of COS Faculty?

Scope and Delimitation The study will focus on the Emotional Intelligence and Teaching Performance of the Contract of Service faculty in the College of Education of Camarines Sur Polytechnic Colleges, Naga Campus 1st s/y 2011-2012. This study will include the following aspects of teaching performance: accomplishment of work, commitment, knowledge of the subject matter, teaching for independent learning, courtesy, grooming and appearance and attendance and punctuality This study also focuses on the different components of the emotional intelligence.

Hypothesis There is no relationship between the emotional intelligence and teaching performance of the Contract of Service faculty, College of Education, CSPC, Naga Campus.

Definition of Terms For better understanding of this study, the researchers defined the terms used conceptually and operationally. Accomplishment of work This is where the teacher attains exceptional levels of achievement. Attendance Attendance is the number of times the teacher attends in the classroom for in accordance with regulations. Creativity This is where a person creates something new; it is the way of through suggesting innovative ideas. Courtesy Courtesy is the courteous manner, action or the politeness and kindness of a teacher. Commitment- This refer to the sensitivity of Contract of Service faculty towards his / her students by making himself/herself available at all times, coordinates students needs demonstrates/ integrates sensitivity to the learning objectives with those of the students in collaboration process and supplementing available resources. Compassion The compassion is one that can see pain in others even they dont talk about it, able to read peoples emotions from their body language. Contract of Service In this study it refers to the teachers hired from June to October 2011. Eligibility In this study it means that a faculty has passed the licensure examination for teachers. Emotional awareness of others It is the way of understanding others' emotions. Emotional expression is observable verbal and nonverbal behaviour that communicates emotion.
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Emotional Intelligence- It is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. Grooming and Appearance The grooming and appearance deals with what the teacher wear to school and taking care of personal grooming or looking good. Integrity Is one that is willing to admit when he/ she make or commits a mistake.

Intuition The Intuition is defined as the capacity or ability to acquire knowledge without inference or logical reasoning.

Knowledge of the subject matter The knowledge of the subject matter deals with the exceptional in his/her subject matter.

Resilience - Is the positive capacity of people to cope with stress and adversity.

Satisfaction The Satisfaction is the pleasure or contentment derived from such gratification.

Teaching for independent learning This is one of the professional competencies required of the COS faculty. It refers to the ability to create teaching strategies to improve the teaching learning process, provide exercise that develop analytic thinking among the students.

Optimal Performance The optimal Performance deals with satisfaction with his/her work performance.

Work pressure - is an urgent claim or demand on work.

End Notes

Gloria G. Salandanan, Teacher and the Teacher,page 16(Lorimar Publishing Co. Inc. 2005)

http://www.businessballs.com/eq.htm

Ian J. Dearyet. Al, Personality Traits Emotional Intelligence,page 382 (International Institute for Educational Planning) 2004 Cao , Lou Ann Dy et al, Competencies of Contract of Service(COS) faculty of Camarines Sur Polytechnic Colleges-Naga Campus(Unpublished Thesis, CSPC-Naga). October 2010.

Dunhill B. Monzon, et.al Teaching Effectiveness of the College of The Education Faculty,(Unpublished Thesis, October 2007) Camarines Sur Polytechnic Colleges-Naga Campus,

Lorin W. Anderson, Increasing Teacher Effectiveness page 19-32 and 109-115 (UNESCO; International Institute for Educational Planning, Paris) 2004, 2nd edition

Chapter II THEORETICAL/CONCEPTUAL FRAMEWORK Related Literature and Studies

This chapter presents some literature and studies summarized to provide the researchers better insight and perspective. The data gathered. Emotional Intelligence Grewal and Salovey (2005) note that emotional intelligence is the ability to monitor ones own and others feelings, to discriminate among them. And to use this information to guide ones thinking and actions (p.333). The research in this area makes it clear that a relationship exist between decision making and feeling.. As a result, we make decisions based not only after assessing its outcome, but also on the emotional quality associated with the decision or judgment. As Mayer (1997) discuss in measuring Emotion Intelligence, he was a great believer that criterion-report (that is, ability testing) is the only adequate method to employ. Intelligence is ability, and is directly measured only by having people answer questions and evaluating the correctness of those answers. According to Stenberg and Detterman (1986) Emotional Intelligence can be viewed as representing, the capacity to carry out abstract thought, and general ability to learn and adapt to environment.

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Schaie (2001)noted, regarding Emotional Intelligence, it is equally important to show that anew set of construct is not implyan alternative way of describing already established personality dimensions. As Goleman(1995) he stated in his book Emotional Intelligence People who are poor in this ability are constantly battling feelings of distress, while those who excel it can bounce back far more quickly from lifes setbacks or upsets Teaching Performance Researchers on Examining Teaching Performance suggested that, approaches were conceptually inadequate, and misleading. Student learning as measured by standardized achievement test simply did not depend on a teachers education, intelligence, gender, age, personality, attitudes, or any personal attribute. What mattered was how teachers behaved when they were in classroom. Continuing Professional Education of Teachers Erpelo (2001)stated that all teachers should seek to develop comprehensive understanding of the subject, their interrelationship and significance to everyday living. Teachers can grow professionally. This will contribute greatly in enriching the different competencies of teachers and will likewise provide them the general knowledge in teaching, widen their horizons and strengthen the foundation of professionalism. Sutaria (1995) said that the certification as a teacher is not enough to make one a professional teacher. To be one, a teacher should have 1) commitment to the ideas of service;2)adequate professional good preparation ethical and admission in on various

requirement;3)demonstrated

behavior;4)leadership

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organizations;5)participation in high order intellectual activities; and demonstrated persistency and steadfast commitment to quality and excellence. Theoretical Framework of the Study This research was anchored on various management and development theories which are perceived to be applicable to the nature of the study. Emotional Intelligence Brooks (1996) has made it clear that a teachers empathy and emotional intelligence can help teachers work more effectively with angry and resistant students. Understanding what a student is going through helps a teacher to recognize the burdens many students experience at home and at school that lead to misbehavior, and the ability to create strategies that can make these students less angry and resistant. Thus, the purpose of this study is to determine if teachers employ emotional intelligence in their pedagogy. Eyre et al (2002), discovered after doing research among English school teachers, that the most effective teachers had empathy for their students and created secure trusting environments in which their students learned. They are successful educators because they take on the perspective of their students (McAllister, 2002). Mitchell (1998) Emotional Intelligence, a member of a class of intelligence including the social, practical and personal intelligences. This refers to the fact that these intelligences operate on hot-cognitions dealing with matters of personal, emotional importance to the individual.

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Gardners Multiple Intelligence Gardner of Harvard stated that this theory has emerged from recent cognitive research and documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991) this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains. Cognitive Theory of Emotion Stanley Schachter and Jerome Singer emphasize theory of-Cognitive factors and social situations in determining emotional states. They theorized that our perception of oyr emotional state is influenced by our interpretation of the situation as well as by physiology. Teaching Performance Rationality Wise et al., (1984) the theoretical framework focus on teacher performance marked a return to teacher-centered solutions and a move away from the search for teacher-proof instructional methods.

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Conceptual Framework of the Study

The conceptual paradigm of this study is shown in Figure 1 to illustrate how the emotional intelligence and teaching performance is related with each other. The study will determine the profile along with age, sex, civil status, residency, number of years in teaching, number of years in CSPC, specialization, longest degree earned, professional eligibility of the COS faculty of College of Education. Under the profile of the COS faculty is the teaching performance and emotional intelligence along with its component Current Event, Work Pressures and satisfaction, Personal Satisfaction, Emotional self awareness, Emotional Expression, Emotional Awareness of Others, Intentionality, Creativity, Resilience, Interpersonal Connections, Compassion, Integrity, Optimal Performance. This teaching performance and emotional intelligence has been related with each other.

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The Relationship of the Emotional Intelligence and Teaching Performance with the Profile of the Teacher Profile of the teacher
1. Age

2. Sex 3. Civil status 4. Residency 5. Number of years in teaching 6. Number of years in CSPC 7. Specialization 8. Longest degree earned 9. Professional eligibility

Emotional Intelligence
Current Event Work Pressures and satisfaction Personal Satisfaction Emotional self awareness Emotional Expression Emotional Awareness of Others Intentionality Creativity Resilience Interpersonal Connections Compassion

Teaching Performance

Integrity
Optimal Performance

Figure 1

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End Notes

Gloria G. Salandanan, Teacher and the Teacher page 12,(Lorimar Publishing Co. Inc. 2005)

Romero J. Yarcia, Professional Teacher; Their Role in the New Millennium, The Philippine Journal of Education, September 2001, page 153(Manila Publisher Association of the Philippines, Inc.)

Raymond G. Erpelo, A Crucial Need for Teachers Development.ThePhillipineJornal of Education, September 2001 page 146(Manila Publishers Association of the Philippines, Inc.)

Rebecca Ann Shore, New Professional Opportunities for Teachers Doctoral Dissertation, University of Southern California, USA, 1997.

Elly Dy. Mirandilia, Faculty Development Programs and School Effectiveness (Unpublished Doctoral Dissertation, UNC, Naga City, 1997).

http://www.wisegeek.com/what-is-an-emotional -quotient-eq.htm

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Chapter III RESEARCH METHODOLOGY This chapter presents the research process, design, respondents, instruments, data gathering procedures and statistical treatment of data that will be used in undertaking this study. Research Design This study used the descriptive survey method. The data on Emotional Intelligence and Teaching Performance gathered using the questionnaire answered by the contract of service (COS) Faculty in the College of Education and selected students for the school year 2011-2012. Research Population This study include nineteen (19) COS Faculty from the College of Education, and five hundred seventy (570) students of Camarines Sur Polytechnic Colleges, Naga Campus, Naga City, school year 2011 2012.

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Table 1 COS FACULTY/ STUDENT EVALUATION Respondents Faculty Student Evaluators

College of Education Laboratory High School TOTAL

9 10 19

270 330 600

Table 1 shows the number of COS faculty and student evaluators. To evaluate the teachers on their Emotional Intelligence and Teaching Performance six hundred (600) students was involved in this survey. Thirty (30) students per COS College of Education Faculty are assigned to provide responses. Research Instrument The main instrument used in gathering the profile of the contract of service (COS) Faculty of College of Education and to evaluate the competence is a questionnaire. It is composed of two (2) parts. PART 1, deals with the profile of the contract of service including age, sex, civil status, residence, salary, highest degree earned, professional eligibility and length of service in CSPC- Naga. PART 2, deals with the Emotional Intelligence and its component with the use of a questionnaire, An EQ Assessment and Individual Profile by Daniel Goleman (1924). Another instrument that will be used to determine the Teaching Performance of COS Faculty is the Performance

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Evaluation System Instrument that is used to evaluate the CSPC Faculty as shown in Appendix A. However, the researchers modified the EQ Assessment and Individual Profile only those are relevant to teaching performance along with the Current Event, Work Pressures and satisfaction, Personal Satisfaction, Emotional self awareness, Emotional Expression, Emotional Awareness of Others, Intentionality, Creativity, Resilience, Performance. Interpersonal Connections, Compassion, Integrity, and Optimal

Data Gathering Procedure The researchers provide first a letter of permission from the Dean to gather the list of the contractual teachers, followed by the letter of permission to conduct a survey. After receiving the approval from the Dean, the survey questionnaire was distributed to the (COS) contract of service faculty then collected all the necessary information. The researchers then distributed the survey questionnaire to the students for the evaluation of teaching performance of the (COS) contract of service faculty. The gathered responses were tabulated then subjected to statistical treatment.

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Statistical Treatment of Data 1. Frequency count was used to determine the profile of the Contract of Service faculty of College of Education. 2. Weighted Mean was used to determine the strength and vulnerabilities of Emotional Intelligence in every scale and Teaching Performance of Contract of Service faculty of College of Education. 3. Pearson r was used to find out if there is a significant correlation between Emotional Intelligence and Teaching Performance of the Contract of Service faculty of College of Education.

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End Notes Cao, Lou Ann Dy et al, Competencies of Contract of Service (COS) faculty of Camarines Sur Polytechnic Colleges-Naga Campus (Unpublished Thesis, CSPCNaga). October 2010. Almer Valuenzuela Work values and productivity of school personnel (Unpublished Thesis, University of Nueva Caceres).March 2003. http://www.jackson.k12.ms.us/department/human_resources/publication/teacher_eval.p df

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Chapter IV PRESENTATION OF FINDINGS, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents the findings, analysis and interpretation of data gathered based on the questionnaire distributed to the contract of service and respondents in Camarines Sur Polytechnic Colleges, school year 2011-2012. Tables and figures were presented for vivid understanding of the results. Socio economic Profile of Contract of Service Faculty The socioeconomic profile provides the identification, achievements,

background and experience of COS Faculty. This involved the survey procedures to get the profile of the contract of service faculty which includes age, gender, civil status, residence, numbers years in teaching, numbers of years in CSPC, specialization, highest degree earned and professional eligibility. The survey procedure that is about the socio- economic profile has been done through self evaluation of COS Faculty. This section includes different tables for the socio- economic status of COS Faculty, which present the frequency and percentage of the data gathered. Tables were presented to analyze the result of the survey with interpretation and implication of the result gathered.

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Table 2 presents the profile of the number of the contract of service (COS) faculty of the College of Education according to the number of respondents.

Table 2

Profile of the Contract of Service according to the Respondents

Respondents College of Education Laboratory High School Total

Frequency 10 9 19

Percentage 52.6% 47.4% 100%

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Table 3 presents that 7 or 36.84 % belongs to ages between 28-33, 4 or 21.05 belongs to 25-27 , 3 or 15.79 % belongs to ages 21-23 , 2 or 10.53% belongs to 41-45, and 2 or 10.53% belongs to age bracket of 50-53.This means that majority to the contract of service (COS) faculty of College of Education are ages 28-33. It implied that COS teachers in the College of Education are young and has the opportunity to practice and improve the teaching profession as preparation to become a regular teacher.

Table 3

Profile of the Contract of Service Faculty of College of Education According to age

Age 21-30 31-40 41-50 Above 50 Total

Number 11 3 3 2 19

Percentage 57.89% 15.79% 15.79% 10.53% 100%

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Table 4 shows that 13 or 68.42% teachers are female and only 6 or 31.58% are male. This presentation explains that the contract of service (COS) Faculty of College of Education is composed mostly of females. The data concluded that the females are most likely to indulge in the teaching profession. The result is unusual; generally male teachers usually dominated the teaching profession compared to females.

Table 4 Profile of the Contract of Service Faculty of College of Education according to gender

Gender Female Male Total

Number 13 6 19

Percentage 68.42% 31.58% 100%

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Table 5 illustrates the civil status of the contract of service (COS) faculty of College of Education, there are 13 or 68.42% of the teachers who are single and only 6 or 31.58% of the teachers are married. This revealed that majority of the contract of service (COS) faculty of College of Education in CSPC Naga are single. This implied that the younger the COS teachers the better the chance to master, improved and enhanced their teaching performance.

Table 5

Profile of the Contract of Service Faculty of College of Education according to civil status

Civil Status Single Married Total

Number 13 6 19

Percentage 68.42% 31.58% 100%

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Table 6 illustrates that 11 or 57.89% members of the contract of service (COS) faculty of College of Education reside in Naga City and only 8 or 42.11 % reside outside Naga City. This implied that most of the COS teachers live within the city which improves accessibility to their work especially during special activity in school.

Table 6

Profile of the Contract of Service Faculty of College of Education according to place of residence

Residence Naga City Outside Naga City Total

Number 11 8 19

Percentage 57.89% 42.11% 100%

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Table 7 presents that 7 or 36.84% members of the contract of service (COS) faculty of College of Education have 4-6 years in teaching, 6 or 31.58% have 2-3 years in teaching, 3 or 15.79% have 3-6 months ,2 or 10.53% have 27-30% years in teaching and only 1 or 5.26% have 12 years in teaching. This revealed that most of the COS teachers

Table 7

Profile of the Contract of Service Faculty of College of Education according to number of years in teaching

Number of years Less than I year 1 to10 years 11 to 20 years More than 20 years Total

Number 3 13 1 2 19

Percentage 15.79% 68.42% 5.26% 10.53% 100%

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As to the length of service the contract of service (COS) faculty of College of Education, Table 8 presents that 12 or 63.16% have 3-6 months of service in this institution, 6 or 31.58 have 1-3 years in teaching and only 1 or 5.26% have 4-5 years in teaching in this institution. This revealed that most of the COS faculty has the opportunity to improve and enhance their knowledge and teaching performance given the chance to renew their contract.

Table 8

Profile of the Contract of Service Faculty of College of Education according to number of years in CSPC

Number of years in CSPC Less than I year 1-3 years 4 years and above Total

Number 12 6 1 19

Percentage 63.16% 31.58% 5.26% 100%

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Table 9 shows the specialization of Contract of Service, 7 or 36.84% are specialized in Applied Science and Languages, 2 or 10.53% are specialized in Social Science and only 1 or 5.26% are specialized in Graduate studies, Music related and BEED with no specialization. SPECIALIZATION Applied Science Math Biological Science 7 36.84% FREQUENCY 7 PERCENTAGE 36.84%

Languages English Filipino

Social Science Psychology

10.53%

Graduates Studies Administration & Supervision Music Related Mapeh

5.26%

5.26%

BEED w/ no specialization Total

1 19

5.26% 100%

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As shown in Table 10 on the highest degree earned of Contract of Service, 10 or 52.63% have attained their bachelors degree and 9 or 47.37% have MA units. The table presents that almost Contract of Service Faculty of Education has professional degree earned. This implied that the institution provides for qualified teachers who have the teaching performance to develop different kind of learners. Table 10 Profile of the Contract of Service Faculty of College of Education according to Highest Degree Earned

Highest Degree Earned Bachelor Degree With MA units Total

Frequency 10 9 19

Percentage 52.63% 47.37% 100%

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Table 11 shows the eligibility of the Contract of Service Faculty of College of Education, 17 or 89.47% of them are LET passer and only 2 or 10.53% are civil service passers. This revealed that the majority of the Contract of Service teachers have the eligibility to practice teaching profession. With this, Contract of Service Faculty has the capability to explore and share knowledge and skills to their learners.

Table 11

Profile of the Contract of Service Faculty of College of Education according to Professional Eligibility

Eligibility LET Passers Other( Civil Service Exam Passer) Total

Frequency 17 2

Percentage 89.47% 10.53%

19

100%

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Table 12 shows the different section of emotional intelligence test. Under section 1, Current Environment, scale 1 (life events) got the weighted mean of 1.11 and having changes at work is the distress in the respondents. The scale 2 (work pressure and satisfaction) got the weighted mean 1.7 and 2.0 respectively that means it didnt occur the work pressure and it is true that the respondent has a satisfaction in their work. The scale 3 ( Personal satisfaction ) got the weighted mean of 2.4 that meant to be true of being satisfied in their personal. Under section 2 ( Emotional Literacy), scale 4 the emotional-self awareness got the weighted mean of 2.4 where it meant is moderate well for being aware in the respondents emotions. In scale 5 (emotional expression) the weighted mean is 2.0 that meant to be moderate well in expressing their emotion to other people. In scale 6 got the weighted mean of 2.2 where it meant to be a moderate well in being aware of the emotion of others. Under section 3 ( EQ Competencies ), scale 7 (intentionality) got the weighted mean 2.2 where it meant to be moderate well in handling their problems and emotions. In scale 8 (Creativity) got the weighted mean of 2 where it meant is moderate well in creating new things for the respondents place. In scale 9 (resilience) got the wighted mean of 2 where it meant is moderate well in relaxing the emotions of the respondent when there is a problems. In scale 10 (interpersonal connection) got the weighted mean of 2 which meant to be moderate well in having an open connection with their own family and friends. Under section 4 (EQ Values and Beliefs), scale 11 Compassion got the weighted mean of 2 where it meant is moderate well in dealings with other people with love. In

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scale 12 (Integrity) got the weighted mean of 2 where it meant is moderate well in being truth to the things that the respondents think. In scale 13 (Optimal performance) got the weighted mean of 2 where it meant is moderate well in the satisfaction they get in the overall performance.

Table 12 Emotional Intelligence of the Contract of Service Faculty of College of Education

Emotional Intelligence of the Contract of Service faculty of College of Education was evaluated along the different section.
SECTION 1 Current Environment Scale 1 Life Events Weighted Mean Description Rating None/Didn t Moderate Little Little Little

Fired, laid off, quit or retired New job or employer New type of work Downsizing or reorganization at my company Some other change at work not listed above which caused you distress

0.5 1.5 1.0 1.3 1.1

INDICATORS :Great-3 , Moderate-2 , Little-1, None/Didn t-0 Scale 2-A: Work Satisfaction I enjoy my job I have a supervisor whom I like and trust I would rather make more money at less interesting job. I believe in what my employer stands for 2.4 2.4 1.9 2.6 Great Great Moderate Great

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I receive adequate compensation for my work I feel liked and valued by the people at work I receive feedback about the quality of my work I use my abilities and talent on the job I participate in decisions about the things At work which affect me. I am respected by people in the community for my job When considering my contributions, I feel short-changed by my company Resources are limited, I have to fight to get things Scale 2-B: Work Pressure Job security Relationship with immediate supervisor Shifting priorities at work Relationship with co-workers Opportunity for advancement and growth Opportunity for advancement and growth Too much work Control over my workload Lack of Job flexibility to deal with family and/or personal emergencies Favoritism or unfair hiring and/or promotion policies at work Constant monitoring of job performance by management Boring or uninteresting work Special recognition or award at my job Pressure from competing deadlines at my job Loss of commitment to work Feeling bogged down in red tape and unable to accomplish anything Flexibility hours of work

1.1 2.3 2.5 2.1 2.2 2.6 1.6 1.6

Little Great Great Moderate Moderate Great Moderate Moderate

0.4 0.9 1.2 0.4 1 1.3 2.5 2.3 2.3 2.6 2.8 2.3 2.6 1.5 2.5 2.3

None/didn t None/didn t Little None/didn t Little Little Great Great Great Great Great Great Great Moderate Great Great

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The commute to my job

0.4

None/didn t

INDICATORS :Great-3 , Moderate-2 , Little-1, None/Didn t-0 Scale 3: Personal Satisfactions The people around me will take time for me when I need it Those closest to me to understand when I am upset and respond to me I feel accepted and loved by those closest to me The people close to me support me to do new things and make changes in my life I spend quality time with friends/family I am able to give what I would like to my friends/family I can ask for help from my family and friends when I need it I know that others are there for me INDICATORS :Great-3 , Moderate-2 , Little-1, None/Didn t-0 2.3 Great

2.5

Great

2.2 2.7 2.3 2.2 2.2 2.1

Moderate Great Great Moderate Moderate Moderate

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The table 13 shows that teacher number 3 got the highest teaching performance as she got 8.5575 weighted mean and has description of Very satisfactory. This implied that the students respondents are very satisfied with the teaching performance and the critical factors along Commitment, Knowledge of subject matter, Teaching for Independent Learning, Courtesy, Grooming and Appearance, Punctuality and Attendance. While teacher 2 got the lowest teaching performance with 7.515 weighted mean and has description of very satisfactory from the students. Table 13

TEACHER

WEIGHTED MEAN

DESCRIPTIVE RATING Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory

1 2 3 4 5 6 7 8 9 10 11 12 13

7.77 7.515 8.5575 8.08875 8.4825 8.1 7.8975 8.4575 8.4525 8.44875 7.89 8.21 8.20125

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14 15 16 17 18 19

7.54125 7.821 7.8825 8.16 8.032 8.555

Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory Very satisfactory

Teaching Performance of the Contract of Service faculty of the College of Education

The student respondents are selected from different year level under the COS faculty that they are going to be evaluated.

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Table 14 shows the 0.43 correlation with the remark of moderate relation and has the significance 2.110 with the conclusion of accepted hypothesis and along with its computed value of 1.96. This means that there is a possibility that emotional intelligence has a source of destruction in the teaching performance of the teacher. Table 14 Emotional Intelligence of the Contract of Service faculty of College of Education
teacher 1 2 3 4 5 6 7 8 9 10 X 7.77 7.515 8.5575 7.6 7.52 7.4323 7.8975 8.4575 8.4525 8.4487 5 7.89 8.21 8.2012 5 7.5412 5 7.821 7.8825 8.16 8.032 8.555 Y 0.605118 0.5949 1.0267 0.48 0.3718 0.5417 0.618144 0.632696 0.57262 0.4882 x -0.227 -0.482 0.5605 -0.397 -0.477 -0.5647 -0.0995 0.4605 0.4555 0.45175 y -0. 3293 -0.3396 0.09219 -0.4545 -0.5627 -0.3928 -0.3163 -0.3019 -0.36188 -0.4463 x 60.3729 56.475 73.23 57.76 56.5504 55.239 62.37 71.5293 71.444756 71.38137 Y 0.36616 0.3539 1.054 0.2304 0.13823524 0.29343 0.3821 0.4 0.32789 0.238339 Xy 9.7017 4.4706735 8.785985 3.648 2.795936 4.026 4.887 5.35018 4.84 4.1246

11 12 13

0.66234 0.60807 0.81687

-0.107 0.213 0.20425

-0.27216 -0.3264 -0.11763

62.2521 67.4041 -67.26

0.43869 0.369749 -0.66727

5.2258 4.9922547 6.69935

14

0.48942

-0.45575

-0.445

-56.87

-0.239539

3.6908

15 16 17 18 19

0.702251 0.506312 0.645795 0.563014 0.509534

-0.176 -0.1145 0.163 -035 0.558

-0.23225 -0.4282 -0.2887 -0.3714 -0.42497

61.168041 62.1338 66.5856 64.513024 73.188025

0.49315 0.256351 0.41705 0.316847 0.25962

5.4923 3.991 5.26968 4.52212844 4.35906337

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Chapter V SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter is a presentation of the summary of findings and recommendations on the Emotional Intelligence and Teaching Performance of Contract of Service faculty of the College of Education in Camarines Sur Polytechnic Colleges, Naga Campus.

Problem No.1 What is the profile of the COS teachers along: A.1 age A.2 gender A.3 civil status A.4 residence A.5 number of years in teaching A.6 number of years in CSPC A.7 specialization A.8 highest degree earned A.9 professional eligibility

FINDINGS

This study found out that, from the 19 Contract of Service faculty respondents (7) or 36.84 % are between 28-33, (4) or 21.05 are between to 25-27, (3) or 15.79 % are

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between to ages 21-23, (2) or 10.53% are between to 41-45, and 2 or 10.53% belongs to age bracket of 50-53. Thirteen (13) or 68.42% faculties are females and only six (6) or 31.58% are males. Thirteen (13) or 68.42% are single and only six (6) or 31.58% are married. Eleven (11) or 57.89% are living in Naga City and only eight (8) or 42.11 % are living outside Naga City. Seven (7) or 36.84% have 4-6 years in teaching, six (6) or 31.58% have 2-3 years in teaching, three (3) or 15.79% have 3-6 months, two (2) or 10.53% have 2730% years in teaching and only one (1) or 5.26% have 12 years in teaching. Twelve (12) or 63.16% have 3-6 months of service in this institution, six (6) or 31.58 have 1-3 years in teaching and only one (1) or 5.26% have 4-5 years in teaching in this institution. Seven (7) or 36.84% are specialized in Applied Science and Languages, two (2) or 10.53% are specialized in Social Science and only one (1) or 5.26% are specialized in Graduate studies, Music related and BEED with no specialization. Ten (10) or 52.63% have attained their bachelors degree and nine (9) or 47.37% have MA units. Seventeen (17) or 89.47% are LET passers and only two (2) or 10.53% are civil service passers. CONCLUSIONS Based from the data gathered on the profile of the Contract of Service faculty, it can be concluded that female are most likely to indulge in the teaching profession. The researchers also concluded that the first priorities of the Contract of Service faculty in

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Camarines Sur Polytechnic Colleges Naga Campus are in the field of teaching and the capability to explore knowledge for the learners. These qualities of the teachers provide qualified and versatile faculty who have the emotional intelligence and teaching performance to develop different kind of learners. RECOMMENDATIONS Based on the findings and conclusions, it is recommended that teachers should continue working for professional and personal growth for the continuous development of the teaching and learning modes. Problem No. 2 What is the emotional intelligence of the Contract of Service faculty in the different section? FINDINGS Under section 1, Current Environment, scale 1 (life events) got the weighted mean of 1.11 and having changes at work is the distress in the respondents. The scale 2 (work pressure and satisfaction) got the weighted mean 1.7 and 2.0 respectively that means it didnt occur the work pressure and it is true that the respondent has a satisfaction in their work. The scale 3 ( Personal satisfaction ) got the weighted mean of 2.4 that meant to be true of being satisfied in their personal. Under section 2 ( Emotional Literacy), scale 4 the emotional-self awareness got the weighted mean of 2.4 where it meant is moderate well for being aware in the respondents emotions. In scale 5 (emotional expression) the weighted mean is 2.0 that meant to be moderate well in expressing their emotion to other people. In scale 6 got

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the weighted mean of 2.2 where it meant to be a moderate well in being aware of the emotion of others. Under section 3 ( EQ Competencies ), scale 7 (intentionality) got the weighted mean 2.2 where it meant to be moderate well in handling their problems and emotions. In scale 8 (Creativity) got the weighted mean of 2 where it meant is moderate well in creating new things for the respondents place. In scale 9 (resilience) got the wighted mean of 2 where it meant is moderate well in relaxing the emotions of the respondent when there is a problems. In scale 10 (interpersonal connection) got the weighted mean of 2 which meant to be moderate well in having an open connection with their own family and friends. Under section 4 (EQ Values and Beliefs), scale 11 Compassion got the weighted mean of 2 where it meant is moderate well in dealings with other people with love. In scale 12 (Integrity) got the weighted mean of 2 where it meant is moderate well in being truth to the things that the respondents think. In scale 13 (Optimal performance) got the weighted mean of 2 where it meant is moderate well in the satisfaction they get in the overall performance. CONCLUSIONS On the teachers emotional intelligence, the COS rated high at how they work their job. This is theyre strength in teaching as they aware on the things theyre doing and they know that they do their best in making their job worth, however they vulnerabilities is the awareness of the result of their job. Having the optimal performance they stressed on what they co-workers would say on the result of what theyve done.

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RECCOMENDATIONS The COS faculty should be more aware of their strength and vulnerabilities of their emotional intelligence, should focus more on their teaching skills and should be more involve in the school activities.

Problem No. 3 What is the teaching performance of the Contract of Service faculty?

FINDINGS This study revealed that the Contract of Service faculty of the College of Education in the CSPC Naga is outstanding in the teaching performance with an average weighted mean of 8.10. On the teaching performance, Contract of Service faculty were evaluated by the students and received a rating of very satisfactory with 8.5575 %. CONCLUSION The Contract of Service faculty of the College of Education in the CSPC Naga Campus has outstanding teaching performance. RECCOMENDATIONS Based from the findings, though assessed that they evaluated outstanding in their teaching performance, they still need to continue enhancing their strengths and improve their weaknesses in order to be highly competent in their teaching profession.

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Problem No. 4 Is there a relationship between the Emotional Intelligence and teaching performance of COS Faculty?

FINDINGS This study revealed that there is a relationship between Emotional Intelligence and Teaching performance of the Contract of Service

CONCLUSIONS Emotional Intelligence and teaching performance has moderate relationship. RECCOMENDATIONS Based from the findings, it is recommended to have Emotional Intelligence Test in order to be aware of their emotional intelligence that affects their teaching performance.

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