Home⇛QCU The Lamp: Journal of Education⇛vol. 3 no. 1 (2025)

Transforming Teaching: A Comprehensive Approach to Emotional Intelligence and Commitment in Christian Bible-Based Schools

Terence Katherine Stephanie R. Gapol

Discipline: Teacher Training

 

Abstract:

The purpose of this study was to evaluate the emotional intelligence (EI) of Christian Bible-based School (CBBS) teachers in Iligan City, with an emphasis on how they handled workplace stress and their dedication to their jobs throughout the 2023–2024 academic year. The study used triangulation to conduct a thorough analysis of the data, employing a descriptive-correlational method. The results showed that teachers had the highest mean score for emotional intelligence (M = 3.20), the highest level of self-awareness (M = 3.47), and the lowest level of social skills (M = 2.98). This suggests that Emotional Intelligence (EI) was widely used by teachers in their workplace. Workload was shown to be the primary source of workplace stress (M=2.63), while family variables had the least influence (M=1.69), resulting in an overall mean score of (M=2.10). This suggests that teachers often experienced stress primarily due to their workload. Correlation analysis revealed a significant relationship between Emotional Intelligence and work commitment (r = 0.528, p < 0.001). However, there was no discernible relationship between work commitment and workplace stress (R-value = 0.012, pvalue = 0.903), suggesting that stress levels had little bearing on teachers' job dedication. According to the study's findings, fostering a favorable work environment can increase instructors' job satisfaction and dedication, thereby improving their performance. It is advised that further research be conducted to examine the subtleties of enhancing teachers' work commitment in relation to their work stress levels and emotional intelligence. These studies may yield information that supports teachers' long-term job happiness and engagement by making them feel respected and dignified.



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