Emotional Intelligence, Job Satisfaction, Organizational Commitment And Its Relationship to Job Performance: Basis for Professional Development Plan

This study investigated the relationship between job satisfaction, emotional intelligence, and organizational commitment to job performance among teachers in the Aparri East District. Involving 145 teachers across five secondary schools, the study used a descriptive-correlational research method. Results showed high levels of emotional intelligence among teachers, despite room for improvement in stress management. Teachers reported high job satisfaction but were dissatisfied with the promotion speed. The workload and paperwork were stressful, and concerns were raised about policy fairness, despite satisfaction with salaries and benefits. Several factors influenced teachers' emotional intelligence, job satisfaction, and organizational commitment, including educational attainment, nature of appointment, plantilla position, monthly income, type of school, and school assignment. A complex relationship was found between emotional intelligence, job satisfaction, organizational commitment, and job performance. Emotional intelligence negatively correlated with job satisfaction but positively with job performance. Job satisfaction and organizational commitment negatively correlated, without significant correlation to job performance. The study proposes recommendations to improve job satisfaction and performance, including promoting gender diversity, supporting early-career teachers, fostering an inclusive curriculum, encouraging continuous professional development, reducing workload and administrative burdens, enhancing supervisor fairness, improving promotion prospects and recognition, optimizing working conditions, fostering positive co-worker relationships, and further research. Implementation of these recommendations can enhance job satisfaction, improve performance, and lead to better student outcomes.