Self-Concept and Teaching Performance as Predictors of Emotional Intelligence

The study determined the level of self-concept and teaching performance as predictors of emotional intelligence of TLE teachers in Polomolok, South Cotabato. This study utilized descriptive-correlational design. The Slovin’s formula was used to get the desired sample size of 124. Stratified sampling was utilized so that everyone had the chance to be part of the study and to represent each school-respondent. In analyzing the data, the mean, Pearson Product Moment Correlation of Coefficient, and Multiple Regression Analysis were used. Based on the findings of the study, the level of self-concept of TLE teachers was high in terms of self-fulfilment, honesty, and emotional self-concept, while moderately high with regards to autonomy. Moreover, the level of teaching performance of TLE teachers was high in relation to the content knowledge and pedagogy, learning environment, assessment and reporting, community linkages and professional engagement, and personal growth and professional development, while moderately high in diversity of learners and curriculum and planning. Furthermore, the level of emotional intelligence of TLE teachers was very high in terms of social skills, while high in self-awareness, motivating oneself, and empathy while moderately high in terms of managing emotions. Additionally, there were significant relationships between self-concept and emotional intelligence, teaching performance and emotional intelligence of TLE teachers. Finally, the domain of self-concept that significantly predicted teachers’ emotional intelligence was emotional self-concept. On the other hand, the domain that best predicted teachers’ emotional intelligence regarding teaching performance was curriculum and planning.