Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 6 (2025)

Beyond Instruction: The Role of Emotional Intelligence Competencies in Enhancing Classroom Effectiveness

Margie N. Laput | Jane C. Oropa

Discipline: Education

 

Abstract:

Emotional intelligence (EI) is recognized as a key factor in achieving educational goals and enhancing teacher effectiveness. This study assessed the level of EI competencies through validated questionnaire among 152 elementary school teachers in the San Francisco District of Agusan del Sur Division, Philippines. The study employed a descriptive correlational research design. Data were analyzed using statistical tools such as frequency count, percentage, mean, standard deviation, and Pearson correlation. Findings indicated high levels of EI competencies, with significant correlations between empathy and the number of mental health trainings attended (r = 0.241, p = 0.003), and between social skills and length of service (r = 0.189, p = 0.020). Specifically, teachers with more training and longer service demonstrated higher levels of empathy and social skills, respectively. The study identified areas needing improvement, particularly in adaptability, staying updated with best practices, recognizing students' emotional needs, and conflict resolution. To address these gaps, an action plan was developed for a comprehensive training program. This includes preparatory activities, needs assessment, curriculum planning, resource preparation, collaborative sessions, and continuous monitoring. The results highlighted the critical need for targeted training and constant support. Additionally, leveraging the expertise of experienced educators and ensuring the availability of resources and professional development opportunities. These efforts are expected to enhance teachers' emotional intelligence (EI) competencies, thereby improving the quality of education. The study's findings have significant policy implications, emphasizing the need for educational policymakers to integrate EI training in teacher development programs, allocate resources for continuous professional development, and establish robust support systems to enhance the effectiveness of EI competencies in schools.



References:

  1. Betinelli, E. B., Rosa, J. C., Braz, A. L. O., Kormann, E., Zwierewicz, M., & Silva, E. P. (2025). Educational social skills: A study on emotional intelligence in higher education. Revista de Gestão Social e Ambiental, 19(1), e010897. https://doi.org/10.24857/rgsa.v19n1-086
  2. Deepa, R. (2024). Impact of emotional intelligence on the well-being of teachers and students. Qeios. https://doi.org/10.32388/5RY3YW
  3. Galang, H. J., Yazon, A. D., Bandoy, M., Buenvenida, L. P., & Manaig, K. A. (2024). Emotional intelligence and teacher productivity and performance in public elementary schools: An input for a school-based intervention program. People and Behavior Analysis, 2(2). https://doi.org/10.31098/pba.v2i2.2670
  4. Gkintoni, E., Dimakos, I., & Nikolaou, G. (2024). Cognitive insights from emotional intelligence: A systematic review of EI models in educational achievement. Emerging Science Journal, 8(Special Issue), 262-297. https://doi.org/10.28991/ESJ-2024-SIED1-016
  5. Holzer, A. A., Bradley, C., Fernández‐Berrocal, P., & Patti, J. (2021). The relationship between emotional intelligence and leadership in school leaders: a systematic review. Cambridge Journal of Education, 52(1), 1–21. https://doi.org/10.1080/0305764x.2021.1927987
  6. lmuhatar, et al. (2025). The impact of age on teaching experience. Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1525153/full
  7. Ismail, K., Mohd Nopiah, Z., & Rasul, M. S. (2020). Emotional intelligence and work performance among vocational teachers. Journal of Technical Education and Training, 12(3), 106-117. https://doi.org/10.30880/jtet.2020.12.03.011
  8. Johennesse, L.-A., & Pressley, G. (2022). The influence of emotional intelligence in the workplace environment: A literature review. International Journal of Social Science and Education Research Studies, 2(11), 695-698. Available at https://doi.org/10.55677/ijssers/V02I11Y2022-16
  9. Kgosiemang, T. P., & Khoza, S. D. (2022). The effects of emotional intelligence on teachers’ classroom performance: A case of primary schools in Southeast Region of Botswana. Research in Social Sciences and Technology, 7(3), 65-85. https://doi.org/10.46303/ressat.2022.18
  10. Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 102393. https://doi.org/10.1016/j.system.2020.102393
  11. MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150–186. https://doi.org/10.1037/bul0000219
  12. Naz, V., Raza, M. A., & Romena. (2024). An analysis of female teachers’ emotional labor and work-life conflicts at the secondary level. Journal of Academic Research for Humanities, 4(3), 85-95. https://doi.org/10.1080/13603116.2025.2467629
  13. Perry, M. A., Creavey, K., Arthur, E. G., Humer, J. C., Lundgren, P., & Rivera, I. (2020). Cultivating emotional intelligence in child welfare professionals: A systematic scoping review. Child Abuse & Neglect, 110, 104438. https://doi.org/10.1016/j.chiabu.2020.104438
  14. Pozo-Rico, T., & Sandoval, I. (2020). Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency? Frontiers in Psychology, 10, 2976. https://doi.org/10.3389/fpsyg.2019.02976
  15. Pretorius, A., & Plaatjies, B. (2023). Self-awareness as a key emotional intelligent skill for secondary school principals’ leadership toolkit. Research in Educational Policy and Management, 5(2), 52-74. https://doi.org/10.46303/repam.2023.9
  16. Quílez-Robres, A., Supervía, P. U., Lozano-Blasco, R., & Salavera, C. (2023). Emotional intelligence and academic performance: A systematic review and meta-analysis. Thinking Skills and Creativity, 49, 101355. https://doi.org/10.1016/j.tsc.2023.101355
  17. Rahman, M. H., Amin, M. B., Yusof, M. F., Islam, M. A., & Afrin, S. (2024). Influence of teachers’ emotional intelligence on students’ motivation for academic learning: An empirical study on university students of Bangladesh. Cogent Education, 11(1), 2327752. https://doi.org/10.1080/2331186X.2024.2327752
  18. Salleh, S. M., Khairi, S. M. M., Halim, N. A., Idrus, N. I., & Rozali, N. (2024). Enhancing academic success: The role of emotional intelligence in university students. International Journal of Research and Innovation in Social Science (IJRISS), 8(9), 2419-2426. https://doi.org/10.47772/IJRISS.2024.8090199
  19. Sebastian, et al. (2022). Gender distribution in the teaching profession. International Journal for Educational Integrity. https://edintegrity.biomedcentral.com/articles/10.1007/s40979-025-00187-6
  20. Shengyao, Y., Xuefen, L., Jenatabadi, H. S., Samsudin, N., Chunchun, K., & Ishak, Z. (2024). Emotional intelligence impact on academic achievement and psychological well-being among university students: The mediating role of positive psychological characteristics. BMC Psychology, 12, 389. https://doi.org/10.1186/s40359-024-01886-4
  21. Traikou, M. (2024). Teachers’ emotional and empathetic abilities in relation to adolescents’ social and emotional characteristics and the importance of rapport with secondary students in a multicultural environment. Open Access Library Journal, 11, e12759. https://doi.org/10.4236/oalib.1112759
  22. Valente, S., Veiga-Branco, A., Rebelo, H., Lourenço, A. A., & Cristóvão, A. M. (2020). The relationship between emotional intelligence ability and teacher efficacy. Universal Journal of Educational Research, 8(3), 916-923. https://doi.org/10.13189/ujer.2020.080324

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic