This study aimed to determine the Emotional Intelligence of the Early Grade Teachers and their Teaching Performance in Camarin D Elementary School. Emotion is the subjective experience associated with personality, temperament, mood and disposition. We all have different wants and needs, and different ways of showing our emotions. Character development is the foundation of a society wherein, selfishness, violence and out of control emotions tear apart the goodness of daily life of people. An individual who has control over urge of emotions will be able to take another person's perspective, which leads to tolerance and acceptance of differences. Working on the emotions for positive gain, and encouraging emotional growth of children in classroom has become more crucial now than ever before. It is expected that academically successful person had higher levels of emotional competencies. A heart- based ability (emotional intelligence) allows us a new relationship to our emotions. Teachers need to be trained in emotional intelligence, to manage their own emotions and those of others for helping students Emotional intelligence is as relevant for teacher educators as it is for the teachers and learners
It is the reason, that this study is conducted to be able to know what is the differences of emotional intelligence of the early grade teachers in their teaching performance This study used the descriptive-quantitative method, particularly descriptive-correlational will be used in this study describe relationships between emotional and academic performance. It involved 82 early grade teachers from Camarin D Elementary School. It utilized survey questionnaires for the teachers level of emotional intelligence and their demographic profile consists of gender, age, educational attainment, years in service and grade level assignment In terms of gender, there were 2 male and 80 females. As to Educational Attainment there were fifty-seven (70%) graduated as Bachelor of Elementary Education (General Education), sixteen (19%) of them graduated as Bachelor of Elementary Education (ECE), eight (10%) graduated as Bachelor of Secondary Education and one(1%) of them graduated as Special Education. As of GradeLevel Assigned, there were twenty three (28%) early grade teachers assigned in Grade one next was in Grade two, twenty two (27%) third was in Grade three there were twenty-one (26%) and the last was in kinder there were 16 (19%) teachers. As of length of service, the longest years in service were 21-30 years 28 (34.1%) next was 6-10 years there were twenty (24.4%) same as 11-20 years. there were twenty (24.4%) also and fourteen (17.1%) teachers who rendered in service for 1-5 years In terms of level of emotional intelligence of early grade teachers based on how to evaluate the emotional intelligence, most of the teachers showed that they have lots of energy when they feel happy. The least rank was they think about their mood constantly.
For the significance differences in level of emotional and teaching performance of the respondents reveals Very Weak Relationship. This implies that the Performance and emotional has No significant relationship.
For the level of performance of the early grade teachers based on their IPCRF, the over IPCRF score of teachers is equal to 3.7665 which is Very Satisfactorily. This implies that there is no significant difference in teacher performance and academic performance of learners when profile is concern The training design proposed by the researcher can be used to validate the findings of the study It may also be used to enhance the teachers' emotions in handling different situations especially in classroom. Further seminars, trainings and workshops for the teachers should focus on managing their emotions.