i

EMOTIONAL INTELLIGENCE AND TEACHING EFFICACY

OF THE MATHEMATICS STUDENT TEACHERS

OF ISABELA STATE UNIVERSITY

A Thesis

Presented to

The Faculty of the Department of Science

Philippine Normal University

National Center for Teacher Education

Alicia, Isabela

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education

with Specialization in Mathematics Education

By

LIEZL JOY LABORTE LAZARO

March 2011
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Philippine Normal University

Isabela Campus
Alicia, Isabela

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Master of Arts in

Education with Specialization in Mathematics Education, this thesis entitled

“EMOTIONAL INTELLIGENCE AND TEACHING EFFICACY OF THE

MATHEMATICS STUDENT TEACHERS OF ISABELA STATE UNIVERSITY”

has been prepared and submitted by LIEZL JOY L. LAZARO, who is hereby

recommended for the corresponding oral examination.

JERRY B. TOLENTINO CLEMENTE M. AGUINALDO, JR.

Co – Adviser Adviser

APPROVED by the Oral Examination Committee in partial fulfillment of

the requirements for the degree of Master of Arts in Education with specialization

in Mathematics Education.

MARITES C. GERONIMO
Chairman

EDILBERTO M. ANDRES, JR. MARIE GRACE S. CABANSAG

Member Member

ACCEPTED in partial fulfillment of the requirements for the degree of

Master of Arts in Education with Specialization in Mathematics Education.

Date of Examination: February 19, 2011

TEODORA C. MENDOZA MARY ANN M. BALAYAN

Head, Department of Science Director, Academics
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DEDICATION

“Some guys they just give up living, others start dying little by little piece by

piece, some guys come home from work and wash up, and go racing in the

streets.”

- Bruce Springsteen

This thesis is wholeheartedly dedicated to my parents who have never

failed to give us financial and moral support, for providing all our needs during

the time we developed our system and for teaching us that even the largest task

can be accomplished if it is done one step at a time.

Also, this is dedicated to my brothers and sister-in-law who assisted me all

the way since the beginning of my study.

It is likewise dedicated to my special someone, Jamison, whom I love the

most.

Finally, this thesis is dedicated to all those who believe in the richness of

learning.

LJLL
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ACKNOWLEDGMENTS

This piece of work would not be realized without the help of the goodhearted

people around the researcher. Thus, she would like to express her heartfelt gratitude to:

Dr. Clemente M. Aguinaldo, Jr., whose encouragement, guidance and support

from the initial to the final level enabled her to develop an understanding of the subject;

Prof. Jerry B. Tolentino, for his forthright comments and suggestions;

Her examiners, Dr. Marites C. Geronimo, Dr. Marie Grace S. Cabansag and Prof.

Edilberto M. Andres, Jr. for their constructive criticisms and for their valuable insights

that greatly contributed in the refinement of the study;

Dr. Myrna R. Batino, for her time and for the wisdom that she had shared;

Sir Jejomar C. Alda of ISU Cauayan Campus for his pieces of advice;

Prof. Marites A. Balot for her patience and wisdom in editing this manuscript;

Engr. Jamison G. Quilang, for encouraging her to pursue her study, for believing

that she can, and for loving her unequivocally;

Her parents, Mr. and Mrs. Pedie R. Lazaro, brothers, Lowell L. Lazaro and

Lyndon L. Lazaro, and her sister-in-law, Gina L. Lazaro, for their support, love and

inspiration;

All of those who supported her in any respect during the completion of the

project, she offers her regards and blessings; and

Last but not least, God for her life through all challenges in the past years. He

has made her life more bountiful. May His name be honored, and glorified.

LJLL
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ABSTRACT

TITLE: EMOTIONAL INTELLIGENCE AND TEACHING EFFICACY OF

THE MATHEMATICS STUDENT TEACHERS OF ISABELA

STATE UNIVERSITY

AUTHOR: Liezl Joy L. Lazaro

SCHOOL: Philippine Normal University

Isabela Campus

Alicia, Isabela

ADVISERS: Dr. Clemente M. Aguinaldo, Jr. and Prof. Jerry B. Tolentino

The study aimed to determine the emotional intelligence of the

mathematics student teachers of Isabela State University and relate this to their

teaching efficacy. Specifically, this study determined the emotional intelligence

and teaching efficacy of the mathematics student teachers, compared the

perception of the mathematics students themselves and their cooperating

teachers and correlated the variables emotional quotient and teaching efficacy.

This study applied the descriptive method of research. Particularly, the

correlation type of the descriptive method was utilized to determine whether

emotional intelligence and teaching efficacy are perfectly, very highly, markedly

and moderately, slightly or negligibly related (Calmorin and Calmorin, 1999).

The forty (40) mathematics student teachers of Isabela State University,

School Year 2010 – 2011 were considered as the subjects of the study.

Moreover, the teaching efficacy of the mathematics student teachers was rated

by themselves and their cooperating teachers. Thus, a total of eighty (80)

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respondents were considered rated the teaching efficacy of the mathematics

student teachers: forty (40) of which were the mathematics student teachers

themselves and forty (40) were their respective cooperating teachers.

The emotional intelligence of the mathematics student teachers was

measured through the used of the EQ Map TM which is an extensively researched,

norm-tested and statistically reliable instrument that was developed in 1996 by

Orioli, working in collaboration with Cooper which was validated in the Philippines

by Guillon (2001). On the other hand, their teaching efficacy was assessed

through the use of the Criteria for Judging Efficacy of Student Teachers which is

based from the Experiential Learning Handbook.

The data were treated through the use of the weighted mean, standard

deviation, independent sample t-test, and Pearson-product moment correlation

coefficient.

Findings revealed that the student teachers are proficient in terms of

emotional self-awareness, emotional expression, emotional awareness of others,

intentionality, creativity, resilience, constructive discontent, compassion, intuition,

trust radius, personal power and integrity. On the other hand, they have optimal

interpersonal connections and outlook. Hence they are proficient in all the

dimensions studied resulting to a proficient emotional intelligence.

Moreover, the teaching efficacy of the mathematics student teachers of

Isabela State University is outstanding in terms of teacher’s personality and

lesson planning, and very satisfactory in the domains content, teaching methods,
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classroom management and questioning skills. In general, they have an

outstanding teaching efficacy.

It was also found out that the perception of the mathematics student

teachers is significantly lower than the perception of their cooperating teachers in

terms of questioning skills. However, the perception of the mathematics student

teachers regarding their teaching efficacy did not vary with the perception of their

cooperating teachers.

Lastly, it was revealed that the emotional intelligence of the mathematics

student teachers is not associated with their teaching efficacy.

Hence, the study construed that the mathematics student teachers

demonstrated steady balanced emotional intelligence effectiveness in most

situations and they are equipped with the necessary competencies needed in

teaching. It can also be deduced that the perception of the mathematics student

teachers is in contrary with the perception of their cooperating teachers in terms

of questioning skills. Finally, this study posited that emotional intelligence is not

the only factor in attaining an outstanding teaching efficacy.

In the light of the study, the researcher recommends that the university

should provide mathematics student teachers with programs and activities such

as training courses, seminars, workshops, and conferences in emotional

intelligence, they must keep an on-going professional development in

accordance with the needs of students and society, higher education institutions

should strengthen the connection with their chosen cooperating schools so that

the cooperating teachers are given more opportunities to share their insights
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regarding the efficacy of the student teachers and further study should be

conducted to investigate the relationship between emotional intelligence and

other aspects such as leadership styles, leadership qualities, and job satisfaction.
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TABLE OF CONTENTS

Page
Title Page i
Approval Sheet ii
Dedication iii
Acknowledgment iv
Abstract v
Table of Contents ix
List of Tables xii
List of Figures xiv
Chapter
1. THE PROBLEM AND ITS SETTING
Introduction 1
Conceptual Framework 6
Statement of the Problem 13
Hypotheses of the Study 14
Significance of the Study 14
Scope and Delimitation of the Study 16
Definition of Terms 16
2. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Emotional Intelligence 19
Teaching Efficacy 22
Related Studies
Emotional Intelligence 26
Teaching Efficacy 32
Emotional Intelligence and Teaching Efficacy 36
3. RESEARCH METHODOLOGY
The Research Design 42
Respondents of the Study 42
Data Gathering Instruments 43
Data Gathering Procedure 45
Statistical Tools 46
Interpretations Used in the Study 47
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
A. What is the emotional intelligence of the mathematics 48

student teachers?
B. What is the teaching efficacy of the mathematics student 72

teachers?
C. Is there a significant difference in the teaching efficacy of 74

the student teachers as rated by their cooperating

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teachers, themselves and their students?

D. Is there a significant relationship between the emotional 75

intelligence and teaching efficacy of the mathematics

student teachers?
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5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings 78
Conclusions 80
Recommendations 80
References 82
Appendices
A. Letters of Permission 88
B. Criteria for Judging Efficacy of Student Teachers 91
C. The Four Cornerstones of Emotional Intelligence 93
D. Table of Specifications 94
E. Comments (unedited) 95
Curriculum Vitae 96
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List of Tables

Tabl Title Page

e
1 Frequency and Percent Distribution of the Mathematics Student 43

Teachers of the Study According to Campus

2 Weighted Mean of the Perceptions of the Mathematics Student 48

Teachers on their Emotional Self-Awareness

3 Weighted Mean of the Perceptions of the Mathematics Student 50

Teachers on their Emotional Expression

4 Weighted Mean of the Perceptions of the Mathematics Student 51

Teachers on their Emotional Awareness of Others

5 Mathematics Student Teachers’ Emotional Literacy Performance Zone 52
6 Weighted Mean of the Perceptions of the Mathematics Student 54

Teachers on their Intentionality

7 Weighted Mean of the Perceptions of the Mathematics Student 55

Teachers on their Creativity

8 Weighted Mean of the Perceptions of the Mathematics Student 56

Teachers on their Resilience

9 Weighted Mean of the Perceptions of the Mathematics Student 58

Teachers on their Interpersonal Connections

10 Weighted Mean of the Perceptions of the Mathematics Student 60

Teachers on their Constructive Discontent

11 Mathematics Student Teachers’ Emotional Quotient Competency 61

Performance Zone
12 Weighted Mean of the Perceptions of the Mathematics Student 63

Teachers on their Compassion

13 Weighted Mean of the Perceptions of the Mathematics Student 64

Teachers on their Outlook

14 Weighted Mean of the Perceptions of the Mathematics Student 65

Teachers on their Intuition

15 Weighted Mean of the Perceptions of the Mathematics Student 67
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Teachers on their Trust Radius

16 Weighted Mean of the Perceptions of the Mathematics Student 68

Teachers on their Personal Power

17 Weighted Mean of the Perceptions of the Mathematics Student 69

Teachers on their Integrity

18 Mathematics Student Teachers’ Emotional Quotient Values and 70

Attitudes Performance Zone

19 Mathematics Student Teachers’ Emotional Intelligence Performance 72

Zone
20 Weighted Mean of the Perceptions of the Student Teachers and their 73

Cooperating Teachers on the Teaching Efficacy of the Mathematics

Student Teachers
21 Independent Sample t-Test for Equality of Means between the Mean 74

Perceptions of the Mathematics Student Teachers and their

Cooperating Teachers
22 Correlation between the Emotional Intelligence and Teaching Efficacy of 76

the Mathematics Student Teachers

List of Figures

Figur Title Page

e
1 Paradigm of the Study showing the Interplay of the Different Variables 13