Abstract
This study investigated the interpersonal communication skills, work attitudes, and emotional intelligence (EQ) of 89 English teachers in North Fatima District schools (Fatima National High School, NASA Elementary School, Upper Tumbler Elementary School (UTCES), and Upper Tumbler II Elementary School (UTES II)) for the 2022-2023 school year. It employed a quantitative, descriptive-correlational design to examine relationships between these variables. Slovin's formula was used in determining the number of respondents included in the study. Results indicated that the teachers possessed high interpersonal communication skills, while work attitudes and EQ were moderately high. Notably, written communication skills, sense of community, and stress management scored the lowest among all indicators. Furthermore, significant positive correlations emerged between interpersonal communication skills and EQ, as well as between work attitude and EQ. Based on these findings, the study recommends intervention programs to enhance teachers' written communication, sense of community, and stress management skills. By prioritizing these areas, schools could foster a more emotionally intelligent teaching environment, ultimately benefiting both educators and students.
