Abstract
The purpose of the study was to determine the impact of emotional intelligence and teaching style to classroom management of English teaching in Kapalong district. The study was quantitative research that utilizes a descriptive-correlational approach. A sample of 60 teachers of the high schools in Kapalong district were identified using compete enumeration sampling answered the surveys on the three variables. Results showed that the level of emotional intelligence, teaching style, and classroom management were all high in level. Results also revealed that there is a significant relationship between emotional intelligence and classroom management. Likewise, there was also a significant relationship between teaching style and classroom management of the teachers. Moreover, results showed that domains of emotional intelligence such as self-emotion appraisal and use of emotion can significantly influence classroom management. Finally, it revealed that a domain of teaching style which is teacher-student interaction predict classroom management of the respondents. Results implied that the variables were significant in improving the classroom management of the English teachers. It implies that educational institutions should provide professional development opportunities for English teachers to enhance their emotional intelligence, with a specific focus on emotion regulation. This could include workshops, seminars, or online courses. English teachers should focus on making themselves flexible and adaptable in their teaching style, taking into account students’ needs in their decision-making process. They should also focus on engaging in proactive classroom management and discipline strategies, building positive relationships with students, and creating an engaging and inclusive classroom environment.
