Nimfa C. Gamban | Christian C. Aguado | Elizabeth F. Torres
Teaching is just like other professions where the incidence of stress is unavoidable. Therefore, teachers should employ techniques that will help them manage stress so as to remain proficient. The main purpose of the study is to investigate the relationship of emotional intelligence (EQ) and stress relief techniques of 117 teachers of Letran Calamba. Participating teachers answered the WPQei, a standardized test that measures emotional intelligence, and a threepart researcher-made questionnaire that describes the profile of the teachers and their stressors and stress-relief techniques. Results revealed that Letran Calamba teachers varied in EQ ranging from low to above average levels; mostly below average in all dimensions of innovation, intuition, emotion, self-awareness, motivation, empathy, and social skills. Teaching is not that stressful for teachers; however, having a class size over 45 is stressful for them. Data revealed that creative problem solving as a technique has a significant relationship with the EQ levels of teachers. It is concluded that when stressed, probationary teachers are more relaxed and motivated; whereas permanent teachers are more creative. It is recommended that the results be used as inputs in crafting a development program for teachers focusing on emotional management skills.