CHAPTER I INTRODUCTION Background of the Study Personality traits are enduring tendencies to feel,

think, and act in certain ways (Jones and George, 2003). These enduring tendencies can be used to describe the

personalities

of

individuals.

Sometimes

some

individuals

believe that they are competent, deserving, and capable of handling most situations, while others have poor opinions of themselves, are unsure about their capabilities, and

question their ability to succeed at different endeavors. Individuals therefore may either have high or low selfesteem (George, Collins, Fritz, Rise and Vang, in Jones and George, 2003). EQ actually stands for emotional intelligence

quotient. Much like an intelligence quotient, or IQ, an EQ is said to be a measure of a persons emotional

intelligence. EQ is a concept that was further popularized by Daniel of Goleman. measuring settings. Regardless EQ, One the of the actual is used that scientific in many

basis

concept

different

popular

setting

employs

2 attempts at measuring utilize EQ EQ is the to corporate help world. Many

businesses

tests

their

employees

determine and measure their emotional responses to various situations. While most corporate EQ tests are administered on the basis that is a persons dispute EQ about can be modified or

increased,

there

whether

emotional

intelligence is standard or can be changed. A persons EQ can be measured using any one of a number of assessments, including one developed by the

aforementioned Salovey and Mayer in 1990. Some assessments utilize self-given An EQ responses while others are peer-given test may give insight into a persons

responses.

personality and psychological make up, but discovering the true meaning of EQ and its relationship to and impact on a persons life and social performance may be years and many studies away from anything definitive. New brain research suggests that emotions, and not IQ, may be the true measure of human intelligence. The phrase emotional intelligence was coined by Yale psychologist

Peter Salovey and the University of New Hampshires John Mayer five years ago to describe qualities like

understanding ones own feelings, empathy for the feelings

3 of others and the regulation of emotion in a way that enhances living (Gibbs, 2005). In this present day and age, quality is the name of the game. The a is Department of Education of the public teachers is committed to

providing commitment

quality

system to

education. tasked to

This help

channeled

students develop their abilities, attitudes, and skills for them to function (TIP effectively Manual, in a The rapidly quality changing of an

environment

2007).

educational system depends on the quality of the teachers. The great responsibility This implies therefore that and the is given to the be

teachers. competent

teachers of the

should

facilitators

managers

learning

activities so that they can efficiently transform inputs into skills and can capably make positive student

behaviors. Being competent, teachers can get things done, reach outcomes and help achieve organizational goals. One of the broadest measures for possible attainment of these outputs is their productivity. This contention investigation (2000) about takes cognizance Quotient of Stoltzs which

Adversity

(AQ),

tells how one withstands adversity and ones ability to surmount it. Every teacher has an AQ that enables him or

4 her to withstand hardships but is dependent on its level. With high AQ level, a teacher will remain optimistic and resilient while low AQ level will mean powerlessness and despair. For employees and managers, AQ seems to be the

missing factor to success. This study will find out if this is also the case among the mathematics teachers in state educational institutions. In anchored terms on of emotional and intelligence, (1990) this study is

Salovey

Mayers

position

that

emotional intelligence is the ability to perceive emotions; to access and generate emotions so as to assist thought; to understand reflectively emotions regulate and so emotional as to knowledge; and to and

promote

emotional

intellectual growth. of Senges (1990)

Likewise, the study takes cognizance learning as organization ones theory to which take are

describes action.

learning This

enhancing that

capacity

means

learning

organizations

organizations that are continually enhancing their capacity to create. Senge believes that organizations are evolving from controlling to predominantly learning. Senge (1990) learning organizations are: organizations where people continually expand their capacity to create the results they truly desire, According to

5 where new and expansive patterns of thinking are

nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. A teachers performance in teaching is generally

influenced by various internal and external factors. These factors are measured and assessed in order to come up with indicators of successful teaching that would effectively

regulate students learning and serve as success indicators for a school. This study shares the contention of many

researchers that teacher performance is influenced by the teachers personality characteristics (Polk et al., 2006). What enduring tendencies characterize the mathematics teachers? How do they determine and measure their emotional responses to various situations? How do they perform as teachers? Do the teachers adversity to and their emotional teaching

intelligence performance? These

quotients

relate

questions

need

to

be

answered,

hence;

this

investigation. Statement of the Problem This study aims at ascertaining the relationship among

6 teachers teaching performance, adversity and emotional

intelligence quotients of the Mathematics Teachers in SUCs in Region VI: Implication to Teaching Effectiveness. The

study will be conducted among the mathematics teachers in the state educational institutions in Western Visayas. Specifically, following questions: 1. What is the level of the teaching performance among the teachers when they are taken as an entire group and classified according to sex, age, educational the study sought answers to the

background, and years in teaching? 2. What is the level of their adversity quotient when they are taken as an entire group and classified according to sex, age, educational background, and years in teaching? 3. What is the level of their emotional intelligence

quotient when they are taken as an entire group and classified according to sex, age, educational

background, and years in teaching? 4. Are there significant performance differences among the in the level of

teaching

teachers

classified

according to sex, age, educational background, and years in teaching? 5. Are there significant differences in the level of

7 adversity quotient among the teachers classified

according to sex, age, educational background, and years in teaching? 6. Are there significant intelligence according differences quotient to sex, in the the level of

emotional classified

among age,

teachers

educational

background, and years in teaching? 7. Are there significant relationships among the teachers teaching performance, adversity quotient, and emotional intelligence quotient? Hypotheses In view of the aforementioned problems, the following hypotheses were advanced: 1. There are no significant differences in the level of teaching performance among the teachers classified

according to sex, age, educational background, and years in teaching. 2. There are no significant differences in the level of adversity quotient among the teachers classified

according to sex, age, educational background, and years in teaching. 3. There are no significant differences in the level of

8 emotional classified intelligence according quotient to sex, among age, the teachers

educational

background, and years in teaching. 4. There are no significant relationships among the teachers teaching performance, adversity quotient and emotional intelligence quotient, Theoretical Framework of the Study The theoretical framework of this study was anchored on the Expectancy theory of Victor Vroom for performance, Attribution theory of Fritz Heider for Adversity Quotient and emotional intelligence theory. Expectancy Theory The expectancy theory says that individuals have

different sets of goals and can be motivated if they have certain expectations. This theory is about choice, it

explains the processes that an individual undergoes to make choices. theory Vroom is of In a the organizational motivation Yale behavior first study, proposed The expectancy by Victor

theory of

School

Management.

expectancy

theory of motivation suggested by Vroom, unlike Maslow and Herzberg, does not concentrate on needs, but rather focuses

9 on outcomes. Whereas between Maslow internal and Herzberg and look the at the

relationship

needs

resulting

effort expended to fulfill them, Vroom separates effort, which Vroom, arises from motivation, performance, and outcomes. that in order for a person to be

hypothesizes

motivated for that effort, performance and motivation must be linked. He suggested that the relationship between

peoples behavior at work and their goals was not as simple as was first imagined by other scientists. He also realized that an employees performance is based on individual

factors such as personality, skills, knowledge, experience and abilities. A number of factors can contribute to an employees expectancy perceptions: the level of confidence in the skills required for the task, the amount of support that may be expected from superiors and subordinates, the quality of the materials and equipment, the availability of pertinent information. Vrooms Expectancy Theory is based upon three

variables or beliefs that he calls Valence, Expectancy and Instrumentality. Valence: Is the outcome I get of any value to me? It refers to the emotional orientations which people hold with respect to outcomes [rewards]. The depth of the want of an

10 employee for extrinsic [money, promotion, free time,

benefits] or intrinsic [satisfaction] rewards. Management must discover what employees appreciate. For the valence to be positive, the person must prefer attaining the outcome to not attaining will it. Vrooms the theory suggests that the with

individual

consider

outcomes

associated

various levels of performance, from an entire spectrum of performance possibilities, and elect to pursue the level that generates the greatest reward for him or her.Whats the probability that, if I do a good job, that there will be some kind of outcome in it for me? Expectancy: The belief that I am able to complete the actions. Employees have different expectations and levels of confidence about to not what the a all they are of capable a job of doing. belief is an

Expectancy about

refers or

strength

persons

whether

particular other

performance are equal,

attainable.

Assuming

things

employee will be motivated to try a task, if he or she believes that it can be done. This expectancy of

performance may be thought of in terms of probabilities ranging from zero (a case of I cant do it!) to 1.0 (I have no doubt must whatsoever discover that what I can do this job!). or

Management

resources,

training,

11 supervision the employees need. Probability or strength of belief that a particular action will lead to a particular first level outcome. Instrumentality: The belief that if I complete

certain actions then I will achieve the outcome. In other words, it is the belief that if you perform well valued outcome will be received i.e. If I do a good job, there

is something in it for me. The perception of employees whether they will actually receive what they desire, even if it has that been promised of by a manager. are Management and must that

ensure

promises

rewards

fulfilled

employees are aware of that. Instrumentality may range from a probability of 1.0 (meaning that the attainment of the second outcome, outcome, the reward, is certain if the first

excellent

job performance, is attained) through

zero (meaning there is no likely relationship between the first outcome and the second). Commission pay schemes are designed to make employees perceive that performance is

positively instrumental for the acquisition of money. Instrumentality is affected by clear understanding of the relationship between performance and outcomes e.g. the rules of the reward game, trust in the people, who and

will take the decisions on who gets what outcome,

12 transparency outcome. The Expectancy Theory is also called Valenceof the process that decides who gets what

Instrumentality-Expectancy Theory or VIE Theory. Vroom says the product of these an variables is the motivation and

suggests

that

employees

beliefs

about

Expectancy,

Instrumentality, and Valence interacts psychologically. In this way they create a motivational force, such that the employee will act in a way that brings pleasure and avoids pain. This force can be calculated via a formula:

Motivation = Valence x Expectancy (Instrumentality). This formula can be used to indicate and predict things as: job satisfaction, occupational choice, the likelihood of

staying in a job, and the effort that one might expend at work. Thus, this theory of motivation is not about selfinterest in rewards but about the associations people make towards expected outcomes and the contribution they feel they can make towards those outcomes. In order to enhance the performance-outcome tie, managers should use systems

that tie rewards very closely to performance. In order to improve the effort-performance tie, managers should engage in training to improve their capabilities and improve their belief that added effort

13 will in fact lead to better performance. This theory is linked to the study since it enables the researcher to have a good understanding of the belief that if an employee is motivated, he will develop a deep sense of commitment, hard work, and dedication towards his work and most likely, will result to productivity. Attribution Theory Heider (1958) was the first to propose a psychological theory Jones of et attribution, al, 1972; but Weiner and colleagues (e.g., a

Weiner, that has

1974, become Heider

1986) a

developed

theoretical paradigm of

framework social

major

research what he

psychology.

discussed

called nave or commonsense psychology. In his view, people were like amateur scientists, trying to understand other peoples behavior by piecing together information

until they arrived at a reasonable explanation or cause. Attribution theory is concerned with how individuals interpret events and how this relates to their thinking and behavior. Attribution theory assumes that people try to

determine why people do what they do. A person seeking to understand why another person did something may attribute one or more causes to that behavior. According to Heider a

14 person can make two attributions 1) internal attribution, the inference that a person is behaving in a certain way because of something about the person, such as attitude, character or personality. 2) external attribution, the

inference that a person is behaving a certain way because of something about the situation he or she is in. Our attributions are also significantly driven by our emotional and motivational drives. Blaming other people and avoiding personal recrimination are very real self-serving attributions. We will also make attributions to defend what we perceive as attacks. We will point to injustice in an unfair world. We will even tend to blame victims (of us and of others) for their fate as we seek to distance ourselves from thoughts of suffering the same plight. We will also tend to ascribe less variability to other people than

ourselves, seeing ourselves as more multifaceted and less predictable than others. This may well because we can see more of what is inside ourselves (and spend more time doing this). (http.//www.utwente.n/) The theory describes the behavior of people as to why they behave as they do. It gives light to the study, since it ties up mans tendency to explain lifes events to his

15 achievement (Gonzales, 2010). Emotional Intelligence Theory The earliest research on emotional intelligence is

attributed to Charles Darwins work called The Expression of Emotions in Man and Animals. Darwin argued that

emotional expression is essential for proper adaptation of species. Why do we have emotions? What roles do they serve? Darwin believed that emotions developed over time to help people survive. According to him, emotions are useful

because they motivate people to engage in actions that are important for survival (Darwin, 1899). Evolutionary

psychologists also suggest that every emotion serves some useful purpose that eventually comes down to the matter of survival (Matthews, 2004).8 in (Assanova and McGuire, 2009). In the 1900s, even though traditional definitions

of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the

importance of the non-cognitive aspects. For instance, as early as 1920, E.L. describe Thorndike used the skill of the term social and

intelligence to managing other

understanding in

people.

Similarly,

1940 David

16 Wechsler described the influence of non-intellective

factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe of these The the included to factors. In Theory idea 1983, Howard of Multiple of multiple

Gardner's Frames

Mind:

Intelligences introduced intelligences which intelligence (the

both interpersonal the intentions,

capacity

understand

motivations and desires of other people) and intrapersonal intelligence (the appreciate Gardner's one's view, capacity feelings, traditional to understand and of oneself, to In such

fears types

motivations). intelligence,

as IQ, fail to fully explain cognitive ability. Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking The in ability first is to fully of explain term performance "emotional to Wayne

outcomes.

use usually

the

intelligence" Payne's doctoral Emotional 2002). As

attributed of Emotion:

thesis, A

Study 1985

Developing Salovey by

Intelligence from a result of the

(Barrett

and

growing

acknowledgement

professionals of the newly born construct, the research on the topic continued in the 1990s. However, prior to this,

17 the term "emotional intelligence" had appeared in Leuner (1966). Greenspan (1989) followed by Salovey The also and put forward an EI model,

Mayer

(1990), and Daniel

Goleman (1995).

publication of Daniel Goleman's best

seller Emotional Intelligence: Why It Can Matter More Than IQ made the term widely popularized. In his bestseller, Goleman argued that in today's rapidly evolving world a person's EI or "emotional quotient" (EQ) is the most

important predicator of success. Later, Goleman published a follow-up book called Working with Emotional Intelligence, that focuses on how EI factors affect success in the workplace. The concepts of EI and EQ become ever more to a important as economy economy. shifts More from and a

manufacturing

service-based

more

researchers in the EI related areas of study confirm that EI helps predict personal and professional success (Hein, 2007 in Assanova and McGuire, 2009). Conceptual Framework of the Study This study was conducted to investigate the teachers teaching performance, adversity quotient, and emotional

intelligence quotient of the Mathematics Teachers in State

18 Colleges and Universities (SUCs) in Region VI: Implication to Teaching Effectiveness. The independent variables considered in this study

were Personal Factors, which include (a) sex, (b) age, (c) educational teaching. teaching background, Likewise, performance, the and (d) number of years were in the

dependent

variables and

adversity

quotient,

emotional

intelligence quotient. The conceptual interrelatedness of the key variables diagram in this study the is illustrated in the the

schematic

showing

relationship

among

independent, and the dependent variables in figure 1.

19 Research Paradigm Dependent Variables

Independent Variables

Implication

Personal Factors

Sex

Teaching Performance

Age

Educationa l Background

Adversity Quotient

Years in teaching
Emotional Intelligence Quotient

Figure

1.

The Schematic Diagram showing the teaching performance, adversity and emotional intelligence quotients of mathematics teachers' of State Universities and Colleges (SUCs) in Region VI as an Implication to Teaching Effectiveness.

20 Significance of the Study This study aims at ascertaining the teachers' teaching performance , adversity quotient and emotional intelligence quotient. The study was conducted among the mathematics

teachers in the state institutions of higher learning in Western Visayas. The study may be beneficial to the

mathematics teachers, school administrators, human resource managers, students, and future researchers. Mathematics Teachers. find the results useful. The mathematics teachers will The study will help them

understand and manage their emotions to enable them to cope with adversities in life and perform their roles as guide and facilitator of the teaching and learning process. School administrators. The school administrators will benefit from the findings of the investigation. Ideas

gained from the study will give them additional information towards understanding of their teachers adversity quotient (AQ), emotional The intelligence quotient (EQ), and teaching results will enable them to visualize

performance.

their teachers ability to cope with pressures in life, how they perform as teachers, and how they relate to other

people. Through this, school administrators can be properly

21 guided in giving teachers understanding and support. Human resource managers. The human resource managers will likewise benefit from the findings of the study.

Study results may be utilized as baseline data in planning and setting up new programs for teacher development

especially in dealing with adversities and with pressures in their lives which affect their performance in school. The findings may also be useful to human resource managers in identifying certain personal attributes like dealing

with lifes pressures which are helpful in improving their teaching performance. Students. The students will also benefit from the

results of the investigation. Having been informed of the findings, teachers the students may be able to understand will Knowing their likely their

strengths their

and

weaknesses

that

characterize

personality

traits.

teachers personality traits they may be able to adjust and handle situations, to understand their drawbacks and find means to turn them into opportunities. Researchers. useful. The Future researchers will find the study will be useful to researchers in

results

understanding other issues regarding the relationships of adversity quotient, emotional intelligence quotient, and

22 teaching performance with certain personal characteristics. They may conduct studies to improve certain characteristics of teachers that sharpen their personality traits and their ability to handle situations which are among the areas that require attention in maintaining teachers global

competitiveness. Scope and Limitations of the Study This study aims at ascertaining the teachers' teaching performance emotional as related to their adversity quotient and

intelligence quotient. The study was conducted

among the mathematics teachers with plantilla positions in the state educational institutions in Western Visayas. Two (2) standardized data-gathering instruments were utilized Adversity to gather the data needed by for the study (1997), the to

Response

Profile

(ARP)

Stoltz

obtain data on the teachers adversity quotient and the Salovey and Mayers Know Your Emotional Intelligence

Quotient (1990), to obtain data on the teachers emotional intelligence was obtained quotient. The teachers teaching performance from their performance evaluation ratings

filed at their respective Human Resource offices. A brief information sheet was attached to obtain data

23 on the teachers sex, age, educational background, and

years in teaching. To describe the obtained data, the researcher employed the means and standard deviations. For inferential

analysis, the t-test for independent samples, the One-Way ANOVA, and the Pearsons r were employed. The .05 alpha level was used as the criterion for the acceptance or

rejection of the null hypotheses. Definition of Terms For purposes of clarity and precision, the following terms were given their conceptual and operational meanings. Adversity quotient (AQ)referred to a measure of ones resilience and ability to persevere in the face of constant change, stress, and difficulty (Stoltz, 1997). Stoltz goes on to define an acronym CORE (Control, Ownership, Response, and Endurance)which are the measurement components of AQ. As used in this study, adversity quotient refers to the teachers pattern of response to adversity as measured by The Adversity Response Profile (ARP) by Stoltz (1997). Age is the length of time that one has existed;

duration of life (Webster Comprehensive Dictionary, 1995). As used in the study, age refers to the

24 classification of teachers as younger (40 years old and below) and older (over 40 years old). Emotional intelligence quotientis the ability to

perceive emotions; to access and generate emotions so as to assist thought; to understand emotions and emotional

knowledge; and to reflectively regulate so as to promote emotional and intellectual growth (Salovey and Mayer, 1990). As quotient emotions, used in this to and the study, emotional ability so intelligence to as perceive to assist

refers access

teachers

generate

emotions

thought, and understand emotions and emotional knowledge to reflectively regulate and promote emotional and

intellectual growth as measured by Salovey and Mayer Know Your Emotional Intelligence Quotient (1990). Mathematics teacher--someone who teaches mathematics

(Audio English.net, 2011). As used in the study, mathematics teacher refers to the instructors and professors in state universities and colleges who teach mathematics chosen as respondents of the investigation. Teaching performanceAccording to Wragg (1995),

teaching performance refers to what teachers do in school in general, and in their own classrooms in particular.

25 This definition was employed in the study. This was obtained from the performance evaluation ratings of

teachers from their respective Human Resource offices. Teaching effectiveness refers to teaching that

fosters student learning (Wankat, 2002). It is regarded as a multidimensional construct suggested by Marsh (1982) with the dimensions of learning/value, enthusiasm, organization, group interaction, individual rapport, breadth of coverage, workload, exams/grading, and assignments (Balam, 2006). As used in this study, teaching effectiveness refers to the teacher activities/strategies on how to achieves the objectives of the lesson/course. Years in teachingis the period of time in which the teachers have been employed by the education department or the school (Webster Comprehensive Dictionary, 1995). As used in the study, years in teaching refers to the classification of teaching experience such as shorter (5 years and less) and longer (more than 5 years).