Abstract
The study aimed to investigate the mediating effect of the teacher-student learning partnership on the relationship between teachers’ socio-emotional intelligence and pupils’ academic performance in Mulanay District I, Division of Quezon. Utilizing a quantitative descriptive-correlational design, the study involved 17 Grade VI teachers and 225 Pupils across 12 public elementary schools. Teachers’ SEI was assessed using the Wong and Law Emotional Intelligence Scale (WLEIS). The teacher-student learning partnership and pupils’ academic performance were measured through standardized and research-developed instruments. Data were analyzed using Pearson’s correlation and mediation analysis to determine the direct and indirect relationships between variables. The findings revealed that teachers demonstrated an excellent level of SEI across the domains of self-awareness, self-management, social awareness, and relationship management. The teacher-student learning partnership was rated very high, characterized by warmth, support, and conflict. Likewise, pupils’ academic performance is rated as very satisfactory. Statistical results confirmed that the teacher-student learning partnership partially mediates the relationship between SEI and academic performance, indicating that emotional competence is most effective when expressed through a supportive, collaborative classroom relationship. The study emphasizes the importance of integrating socio-emotional and relational skill-building into teacher professional development initiatives to foster a positive learning environment and enhance academic outcomes.
