Emotional Management Practices and Work Engagement of Elementary School Teachers in Pagbilao District II, Division of Quezon

This study examined the relationship between teachers’ emotional management practices and work engagement in Pagbilao District II. Using a quantitative descriptive-correlational design, data were collected from 124 public school teachers through standardized survey instruments measuring emotional management across six dimensions—self-awareness, self-regulation, self-motivation, empathy, social skills, and emotional expression—and work engagement across vigor, dedication, and absorption. Descriptive statistics, tests of difference, and correlation analysis were employed to analyze the data. Findings revealed that teachers demonstrated very high levels of emotional management practices, particularly in social skills and emotional expression. Similarly, respondents reported high levels of work engagement, with dedication emerging as the strongest dimension. Inferential analysis indicated no significant differences in emotional management and work engagement when grouped according to demographic variables such as age, sex, marital status, plantilla position, length of service, and educational attainment. However, correlation results showed a statistically significant positive relationship between emotional management practices and work engagement. This suggests that teachers who effectively manage their emotions are more likely to exhibit higher levels of vigor, dedication, and absorption in their professional responsibilities. The findings underscore the importance of strengthening emotional competencies to sustain teacher engagement and promote overall educational effectiveness.