11

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Secondary level teaching is a tedious undertaking. A teacher who works with

students in that particular level must be a flexible and excellent manager who can be

efficient even while working under pressure, as he or she would be dealing with young

people with diverse abilities, attitudes and experiences. Teachers in general have been a

central force in the facilitation of learning, playing a vital role in education and care of

students, who are to become the leaders in the future.

While the teacher has been found to be one of the most important jobs in any

country, it is also one of the most stressful compared to other occupations (Adams, 2001).

This is characterized by many challenges as they are faced with high levels of emotional

exhaustion and burnout (Chang, 2009). The life and work of a teacher is that of endless

challenges. The demands that their profession imposes on them and the internal and

external forces that the revolve around them as they discharge their duties may affect or

influence their capabilities to perform well. Thus, it is important that society recognizes

the contributions of teachers to the nation and should actively look after the

teachers‟ welfare, physically and emotionally.

Many studies were conducted on the possible relationship of emotional

intelligence on the self-efficacy of a teachers, and these described that not only

knowledge and skills are sufficient for effective teaching. Teachers‟ traits, attitudes and

beliefs make contributions to their effectiveness as educators. (Ortaatepe, Deniz and ayse

S. Akyel, 2015). Emotional intelligence (EI), as one of these traits, was first described by
 2

Peter Salovey and Jack Mayer in 1990 while each was searching for factors of what was

important for functioning in society. Salovey and Mayer described emotional intelligence

as a form of social intelligence that involves the ability to monitor one‟s own and others‟

feelings and emotions, to distinguish among them, and use this information to guide

one‟s thinking and action (Salovey & Mayer, 1990, p.189). Daniel Goleman (1995)

brought the theory of Emotional Intelligence to the public in his work, “Emotional

Intelligence”. Goleman‟s (2000) research found that high levels of emotional intelligence

create climates for improving data offering, trust, healthy risk taking, and learning.

Emotional Intelligence is not an innate talent, but a learned ability, which has a unique

contribution to the effectiveness of teachers.

Schuette and Malouff (1999) argue “that Goleman‟s view of the adaptive nature

of emotional intelligence is nicely understood by this notion that cognitive intelligence

may help individuals gain admission to setting, but that emotional intelligence determines

how successful teaching they are within these settings.” Kremenitzer (2005) believes that

an important factor for effective and successful teaching is being able to regulate and

manage emotions within the classroom. He argued that unlike other skills that a teacher

has, the ability to respond to unanticipated and difficult spontaneous situations is perhaps

the most challenging of all.

Another important attribute of effective teachers is self-efficacy; it refers to the

level of confidence that one has about one‟s own ability to perform a certain task. The

idea of self-efficacy is relatively new in field of education, but has gained popularity over

the past few decades. Bullough proposes that novice teachers need to possess a clear and

positive image of themselves as teachers (self-efficacy) before growth can occur; without
 3

a clear self-image (high self-efficacy) novices are certain to fail miserably in the

classroom (1991). Thus, self-efficacy is directly related to teachers‟ success in the

classroom.

Teacher efficacy is a major application of Bandura‟s (1997) Self-Efficacy Theory

to educational settings. Bandura (1997) stated that self-efficacy is a major application of

control, distinguished self-efficacy from “the colloquial term confidence” (p. 382). He

expressed that “confidence is an unclassified word that refers to strength of belief but

does not necessarily specify what the certainty is about” (p. 382) while “perceived self-

efficacy [refers] to beliefs in one‟s power to create given levels of achievement” (p. 382).

He also states that such a difference between self-confidence and perceived self-efficacy

does not seem to hold a strong stance.

Tschannen-Moran and Woolfok-Hoy (2001) also define teacher self-efficacy as a

teacher‟s judgement of his or her own capabilities to bring about the desired outcomes of

student engagement and learning, even among those pupils who may be hard or

unmotivated. Bandura (1994) believes that people with strong sense of self-efficacy have

several positive characteristics including having a high confidence in their capabilities to

approach difficult tasks, staying involved in activities, setting challenging aims and keep

going a strong commitment to them, having a heightened and sustained effort after

failures and obstacles, and then quickly recovering their positive self-efficacy (Bandura,

1994). On the other hand, people who doubt their capabilities or have low self-efficacy

may trust that things are harder than they really are, a belief that increases stress,

depression, and a narrow vision of how best to solve a problem (Pajares & Schunk,

2001).
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This study determined the level of emotional intelligence and level of self-

efficacy in classroom management of secondary teachers to explore if there exists a

relationship between these two variables.

Theoretical Framework

A person who is emotionally well is able to increase self-esteem, performance and

productivity at work. Emotional wellness also includes positive relationships toward

oneself and towards others. The following theories support the idea that there is a

relationship between emotional intelligence and self-efficacy in classroom management.

Emotional Intelligence Theory

According to the Emotional Intelligence Theory by Salovey, Mayer and Caruso,

to address the concept of emotional intelligence seriously, one must understand

something about both intelligence and emotion. One‟s own thinking about emotional

intelligence was influenced by the call to broaden the study of intelligence by attending to

multiple specific intelligences (Mayer & Mitchell, 1998; Mayer &Salovey, 2004) that

operate on social, practical, personal, and of course, emotional information. This

emotional information may be conveyed through its own unique communication

channels, as well as through a unique pattern of associated signals from proprioceptive,

affective, and cognitive channels (Izard, 2001). Such emotional signals communicate

information about the individual’s appraisal and motivated reactions to relationships and

their vicissitudes.
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The Four-Branch Ability Model of the Theory of Emotional Intelligence

This divides the abilities and skills of emotional intelligences into four areas: the

ability to (a) perceive emotion, (b) use emotion to facilitate thought, (c) understand

emotions, and (d) manage emotion.

Based on these assumptions, emotion affects relationship towards oneself and

towards others. It also affects how one reacts to the environment and to different

situations. Therefore, the teachers‟ emotional intelligence may affect how they perform in

their workplace.

Social Cognitive Theory

Self-efficacy is a central tenet of Albert Bandura’s (1997) Social Cognitive

Theory. According to Bandura’s description of the human cognitive self-regulation

system, self-efficacy beliefs are the most central and pervasive influence on the choices

people make, their goals, the amount of effort they apply to a particular task, how long

they persevere at a task in the face of failure or difficulty, the amount of stress they

experience and the degree to which they are susceptible to depression.

Self-efficacy is the belief, or confidence, that one can successfully execute a

behavior required to produce an outcome such that higher the level of self-efficacy, the

more an individual believes he or she can execute the behavior necessary to obtain a

particular outcome (Bandura, 1977). One tends to avoid situations believed to exceed his

or her abilities and get involved, without hesitation, in activities for which he or she feels

capable (Bandura, 1977). A central idea posed in social cognitive theory is that success

experiences raise self-efficacy but repeated failures lower self-efficacy. Moreover,

 6

enhanced self-efficacy, secondary to repeated success often generalizes to new situations

(Bandura, 1977).

Bandura (1994) described self-efficacy as a person‟s judgment of his or her ability

to achieve or accomplish an action and supports the importance of a determinant for

behavioral performance. The beliefs that people with high self-efficacy hold influence on

what they feel and think about others, thus motivating them to action. In other words,

individuals who are efficacious and capable of performing a given behavior are often

found to be socially engaged in rendering supportive services to peers, family relatives

and others in a target behavior more frequently than those ones who feel unskilled

(Bandura, 1994; Schwarzer & Luszczyuska, 2007)

Lunenburg (2011) posited that self-efficacy (beliefs about one‟s ability to

accomplish specific tasks) influences the tasks employees‟ level of effort and persistence

when learning difficult task. Four sources of self-efficacy are past performance, vicarious

experience, verbal persuasion, and emotional cues. Mainly due to the work of Albert

Bandura, self-efficacy has a widely acclaimed theoretical foundation (Bandura, I986), an

extensive knowledge base (Bandura, 1986), an extensive knowledge base (Bandura,

1997; Maddux, 1995, 2002) and a proven record of application in the workplace

(Bandura, 1997, 2004; Stajkovic & Luthans, 1998). Nine large-scale meta-analyses

consistently demonstrated that the efficacy beliefs of organization members contribute

significantly to their level of motivation and performance (Bandura & Locke, 2003).

Transactional Theories

The most commonly used transactional theory suggest that stress is the direct

product of a transaction between an individual and their environment which may tax their
 7

resources and thus threaten their wellbeing (Lazarus 1986, Lazarus and Folkman 1987).

Yet a more recent version of this theoretical model suggest that it is the appraisal of this

transaction that offers a casual pathway that may better express the nature of the

underlying psychological and physiological mechanisms which underpin the overall

process and experience of stress (Lazarus et al., 2001).

In this sense, any aspect of the work environment can be perceived as a stressor

by the appraising individual. Yet the individual appraisal demands and capabilities can be

influenced by a number of factors, including personality, situational demands, coping

skills, previous experiences, time lapse, and any current stress state already experienced

(Prem et al., 2007). One multidisciplinary review provides a broad consensus that stressor

really exert their effects through how an individual perceives and evaluates them (Ganster

and Rosen, 2013).

As such, the experience of workplace stress according to the Transactional

Theory, is associated with exposure to particular workplace scenarios, and a person’s

appraisal of a difficulty in coping. This experience is usually accompanied by attempts to

cope with the underlying problem and by changes in psychological functioning, behavior

and function (Aspinwall and Taylor 1997, Guppy and Weatherstone 1997). In order to

recognize these external and internal elements of workplace stress, Cox (1993) outlined

another modified transactional theory. This theory represented the sources of the stressor,

the perceptions of those stressors in relation to his/her ability to cope, the psychological

and physiological changes associated with the recognition of stress arising, including

perceived ability to cope, the consequences of coping, and all general feedback that

occurs during this process.

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Conceptual Framework

As assumed in this study, the level of emotional intelligence and level of self-

efficacy in classroom management that this study explored were correlated to determine

the significant relationship between the two variables. Accordingly, not only the teaching

skills and mastery of the subject were the important factors to considered in effective and

successful teaching but also managing the emotions inside the classroom contributes to

the teaching effectiveness as well. Moreover, the above variables such as the emotional

intelligence and self-efficacy in classroom management were the secondary objectives;

the study also examined the role of years of teaching experiences and educational

attainment on teachers‟ emotional intelligence and self-efficacy.

The conceptualization of this assumption is anchored on the Emotional

Intelligence Theory, The Four-Branch Ability Model of the Theory of Emotional

Intelligence, Social Cognitive Theory, and Transactional theories.

Profile Emotional
Intelligence
 Age
 Gender
 Civil status
 Years in
service
 Highest
Educational Self-Efficacy in
Attainment Classroom
Management

Figure 1. Schematic Diagram of the conceptual Framework of the study.

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Statement of the Problem

This study determined the level of emotional intelligence and level of self-

efficacy in classroom management and explored if there exists a relationship between the

two variables. Thus, this study intended to answer the following questions:

1. What is the profile of the respondents in terms of the respondents‟

1.1. Age;

1.2. Gender;

1.3. Civil Status;

1.4 Years in Service; and

1.5. Highest Educational Attainment?

2. What is the respondent‟s level of emotional intelligence?

3. What is the respondent‟s level of self-efficacy in classroom management?

4. Is there a significant relationship between emotional intelligence and self-efficacy in

classroom management?

Null Hypothesis

This null hypothesis was tested at 0.05 level of significance

Ho: There is no significant relationship between emotional intelligence and self-

efficacy in classroom management

Significance of the Study

This study will be a significant contribution in to the growing number of studies

conducted about emotional intelligence and self-efficacy among teachers. This will also
 10

serve as a reference that will inform the readers about the topic which may enlighten

them about the importance of emotional intelligence and self-efficacy. The study seeks

to be of benefit to the following:

Guidance Counselors. As guardians of the school constituents‟ emotional well-

being, they will, through this study, will be able to be more aware of the class

management issues of the teachers in their schools. It is hoped that the results of this

study may motivate them to gently guide teachers and students to become more

emotionally healthy, thus creating a learning environment conducive to learning.

Parents. Parents‟ understanding of the factors that can affect the teacher’s

teaching performance will help them further realize the difficulties and challenges that

teachers face in teaching their children. The results of the study will help them become

more considerate and more understanding of their children’s teachers and their efforts to

educate them well.

Pre-Service Teacher. As a future teacher, this study may give them an idea that it

is not only the mastery of the subjects and teaching skills they must prepare for to be an

effective teacher but they must also understand that managing emotions is also an

important factor in their success as future teachers.

School Administrator. This study may encourage the school administration to

take a closer look at some issues and problems of their teachers that may affect their

performance in managing their classes and thus, they may become more considerate and

more understanding of their teachers in the future. This way it will create a healthier

relationship in the school environment.

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Students. This study may give the students a good understanding of different

factors that may affect their teacher’s teaching performance as well as their performance.

It may help them better understand the role of emotional intelligence in being a

successful person. In this way, the students will be able to learn how to effectively deal

and interact with their teachers and with their fellow students as well as with their

families.

Teachers. This study may help them better understand that emotions and

reactions to situations may affect their teaching performance thus creating negative

impacts on the learning environment. Thus, once they achieve a better understanding of

this, they will be able to wisely control their emotions in different situations so to have a

better effect on their teaching performance

Future researchers. This study may be of great help for a better understanding

and comprehension for future researchers who would like to study unexplored areas of

this topic.

Scope and Limitations of the Study

This study was limited to determining the level of emotional intelligence and level

of self-efficacy in classroom management and exploring if there exists a relationship

between the two variables. Secondary teachers of some selected schools in Second

district of Lanao Del Norte were the respondents of this study. While the study focused

on two variables, emotional intelligence and self-efficacy, there were many other

variables that were not necessarily related to emotional intelligence and self-efficacy that

could possibly have an effect on their self-efficacy in managing the class. However, this
 12

study did not explore other factors outside of the variables used and presented.

Demographic variables have been obtained but these were out of the scope of this study.

Due to the small sample size and because the respondents were secondary

teachers and were accessed from secondary schools of Lanao Del Norte, the findings

from this study cannot be confidently generalized to the population of all teachers in all

secondary schools.

All data were collected using questionnaires only; no other methods or

instruments of data collection were used. Although data measurement was achieved by

having participants complete two separate instruments (SSEIT and TES), all of the data

were from the same respondents and no repeat measures were taken. Lastly, both

instruments are self-report versions, which might have compromised the results of the

investigation because participants might have given socially desirable responses. The

aforementioned are the significant limitation of this study and therefore, the results of this

study are only applicable to the same sample respondents.

Definition of Terms

For a clearer understanding of this study, the following used terms are

operationally and operationally defined:

Classroom management. Evertson and Weinstein (2006) refers in their

definition of classroom management to the actions teachers take to create a supportive

environment for the academic and social-emotional learning of student. In this study, the

level self-efficacy of the secondary school teachers in terms of their classroom

management was measured.

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Effective Teacher. Effective teachers strive to motivate and engage all their

students in learning rather than simply accepting that some students cannot be engaged

and destined to do poorly. They believe every student is capable of achieving success at

school and they do all they can to find ways of making each student successful.

(flinders.edu.au). In this study, the level of teacher effectiveness was determined using a

survey questionnaire.

Emotional Intelligence. Emotional intelligence refers to the ability to identify

and manage one‟s own emotions, as well as the emotions of others.

(psychologytoday.com). In this study, the level of emotional intelligence of the secondary

teacher was determined using a survey questionnaire, this was also correlated to the self-

efficacy of the teachers to find out if the emotion of the teachers would affect their

classroom management.

Job performance. Relates to the act of doing a job. Job performance is a means

to reach a goal or set of goals within a job, role, or organization (Campbell, 1990), but

not the actual consequences of the acts performed within a job. In this study, some factors

that affect the secondary teachers‟ job performance were determined.

Secondary Teachers. Secondary school teachers instruct students in junior and

senior high schools. They conduct classes in academic subjects, such as English and

mathematics, or skills, such as mechanical drawing and woodworking. They start with

the basics and add complexity to spur students' imaginations and intellects and to prepare

them for advanced education and jobs as adults.(stateuniversity.com). In this study, only

the secondary school teachers were considered as the respondents of this study and their
 14

level of emotional intelligence and level of self-efficacy in classroom management were

determined.

Self-Efficacy. Refers to an individual's belief in his or her capacity to execute

behaviors necessary to produce specific performance attainments (Bandura, 1977). In this

study, the level secondary teachers‟ efficacy in terms of classroom management is being

determined using a survey questionnaire.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter explores the literature and related studies which encompass the

relevant information to this study.

Related Literature

Emotional Intelligence

Fatlas (2017) argues that there three major models of emotional intelligence.

Goleman’s EI performance model, Goleman (1998) represented an individual‟s potential

for mastering the skills to four main emotional intelligent constructs of self-awareness,

self-management, social awareness, and connection management (Goleman, 1998b). The

first concept, self-awareness, is the ability to comprehend own‟s emotions and recognize

their effects while utilizing internal feelings to guide decisions, knowing what one feels.

Self-management, the second construct, includes checking one‟s emotions, adapting to

changing circumstances and inhibiting emotional indifference. Social awareness as

another cluster includes the competency of empathy, the ability of feeling, understanding,

and reacting to others‟ emotions while comprehending social networks and reading

nonverbal cues. Finally, relationship management, the fourth cluster, is defined as the

ability to inspire, affect, and help others while managing conflict (Goleman, 1998b).

Goleman (1998b) supposes that these four domains are as competences that depending on

the important strength of each relevant EI domain can be learned. Despite the arguments

over an integrated definition or model for EI, there is a general agreement that emotional

skills are associated with success in many areas of life.

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Bar-On‟s EI competencies model (1988) was introduced the first theory by as

Emotional Quotient (EQ) even before this term be popular and was used by Salovey and

Mayer in 1997. EQ was viewed by Bar-On (2000) as an integration of interconnected

emotional and social competencies and skills determining “how successfully we

comprehend and convey ourselves, understand others and correspond with them, and

manage the day by day necessities and problems (Bar-On, 2000”). In this concept, the

emotional and social capabilities and skills include the five main constructs and each of

these constructs consists of a number of related parts as follows: (1) Intrapersonal

(Emotional Self-Awareness, Self-Regard, Independence, Assertiveness and Self-

Actualization), (2) Interpersonal (Social Responsibility, Empathy and Interpersonal

Relationship), (3) Stress Management (Stress Tolerance and Impulse Control), (4)

Adaptability (Reality Testing, Flexibility and Problem Solving), and (5) General Mood

(Optimism and Happiness). Agreeable to this model, someone who is emotionally and

socially intelligent is a person who is aware of and can express himself/herself

effectively, understand and communicate efficiently with others, and deal well with daily

problems, necessities and pressures. This is indeed the manifestation of one's

intrapersonal capability to recognize about oneself, to know one‟s potencies and weak

spots and to convey one‟s emotions and thoughts non-destructively (Bar-On, 2006).

Mayer, Salovey, and Caruso‟s EI ability model (2000). The theory deals with the

inherent differences in individuals regarding their ability to identify their own emotions

and those of others, and in their ability to overcome emotional problems and carry out a

detailed mapping of intelligence penetration into emotions. This enables presenting a

theoretical model that focuses on the emotional skills that could be developed through
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learning and experience. At the basis of this lies four central abilities: perceiving – the

ability to identify and decipher the emotions through facial expressions, pictures, voices

and objects, the ability to identify the emotions themselves, and self-awareness about

emotions; using – the ability to harness emotions for cognitive processes, for example,

thinking and problem solving, and using emotions to accomplish a task successfully;

understanding – the ability to understand the language of emotions, the subtleties within

different emotions (happiness as opposed to ecstasy), and the potential of developing

emotions over time (shock that becomes sadness and pain); and managing – the ability to

control and regulate emotions both in ourselves and in others according to a certain

situation, and the ability to harness emotions with the intention of achieving a certain

target (motivation) (Mayer & Salovey, 1997).

Self-efficacy

The concept of self-efficacy is rooted in Albert Bandura‟s social cognitive

theory. Bandura (1994) defines perceived self-efficacy as “people‟s beliefs about their

capabilities to produce designated levels of performance that exercise influence over

events that affects their lives” (p. 71). The cognitive construct of self-efficacy is task and

context specific (Bandura, 1977). In other words, self-efficacy beliefs determine how

people feel, think motivate themselves and behave in given situations. Bandura (1997)

suggest that self-efficacy beliefs are not a stable character trait of a person but an active

and learned system of beliefs held in context.

Bandura (1997) defines self-efficacy as the “beliefs in one‟s capabilities to

organize and execute the courses of action required to manage prospective situations”

(p.9). Self-efficacy comprises one‟s beliefs regarding what one is able to do. One‟s ability
 18

to reach an objective is related to the beliefs that the particular objective can be reached.

Self-efficacy is a concept developed by Bandura through his socio-cognitive learning

theory and it is defined as one‟s expectancy regarding one‟s own capabilities to

accomplish specific tasks or goals. In a broader sense, self-efficacy can be understood as

faith in the capacity for successful action. According to Bandura (1994), a sense of self-

efficacy has the following main sources of influence:

The “mastery experience” is the most influential sources of self-efficacy because

it relies on being involved in an authentic experience. Each successful task leads to

achieving increasingly difficult accomplishments of a similar kind. Situations should be

structured to bring about success and to avoid experiences that lead to repeated failure. In

order to ensure a high level of initial success, the subject should break down difficult

tasks into small steps that are comparatively easy (Heslin & Klehe, 2006). Once positive

activities are conquered, self-efficacy tends to generalize to other situations, particularly

in activities that are similar to those already mastered. However, even failures that are

overcome with persistent effort can lead an individual to master even the most difficult

tasks (Bandura, 1986).

The second level at which self-efficacy is developed is through “vicarious

experiences” provided by social models. Observes‟ belief systems are altered when they

see people similar to themselves succeed with sustained effort; however, “observing that

others perceived to be similarly competent fail despite high efforts lowers

observers‟ judgments of their own capabilities and undermines their efforts” (Bandura,

1986, p. 399). Bandura reports that some factors make an individual more sensitive to

vicarious influence, including uncertainty of his/her own capabilities, little prior

experience and
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social evaluative criteria. Social models are effective at transmitting knowledge and

teaching observers effective skills and strategies for managing the demands of their

surroundings (Bandura, 1994).

The third level is through “Social persuasion”, including verbal persuasion, is

the third process to develop self-efficacy. When individuals are persuaded that they

possess the capabilities to master a given task, they will be more likely to put forth effort

and sustain the effort than when they have self-doubt and dwell on personal deficiencies.

Unrealistic beliefs of personal competence can be quickly disconfirmed by disappointing

results of the person‟s efforts (Bandura, 1986,1994). This construct continues to enhance

failure when a person is told repeatedly that he or she lacks the necessary capabilities to

handle the tasks at hand, thus the person may give up in the face of difficulties. This

spiral only validates the associated disbelief of the person‟s capabilities (Bandura, 1994).

The fourth method that people use to develop self-efficacy is through their own

“physiological state”. Signs of vulnerability to poor performance are interpreted through

an individual‟s stressful reactions to tension. People with a heightened sense of self-

efficacy can be energized toward performing better, while people with low self-efficacy

or self-doubt interpret the energy as debilitating (Bandura, 1994).

The fifth level of self-efficacy development is “imaginary experiences” or the

ability of an individual to mentally rehearse tasks to determine what needs to be done to

be successful (Maddux, 2005). The visualization of the tasks is twofold. A positive

visualization can produce a positive result, while negative imagery can produce a

negative result. Kazdin (1979) found that imagery modeling could be used to improve

assertive behavior and improve self-efficacy toward assertiveness.

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The emotional state of the individual determines how levels of self-efficacy are

impact. A person who is calm is more self-efficacious than a person who is aroused or

distressed (Maddux, 2005). The magnitude of mood can impact the level of self-efficacy

at a given moment, such as being very positive or negative compared to being slightly

positive or negative. The level of self-efficacy is greatly affected by how the person

interprets developmental levels. Bandura (1986) suggest if a person believes that he/she

has the ability to decide successful outcomes through effort and persistence, this will

increase performance and self-efficacy. With increased and successful performance

comes a greater effort to achieve and persevere through difficult times. Self-efficacy

beliefs vary along three dimensions (Bandura, 1997; Maddux, 2005): (1) magnitude

which refers to the level a person believes him-/herself capable of performing at, (2)

generality, which refers to the extent to which changes in self-efficacy beliefs extend to

other behaviors and situations, and (3) strength, which refers to the resoluteness of

people‟s convictions that they can perform a behavior in question.

Teachers’ Self-Efficacy

Self-Efficacy refers to the level of confidence that one has about one‟s own ability

to perform a certain task. The idea of self-efficacy is relatively new in the field of

education, but has gained great popularity over the past few decades. Bollough proposes

that novice teachers need to possess a clear and positive image of themselves as a

teacher(self-efficacy before growth can occur; without a clear self-image (high self-

efficacy) novices are certain to fail miserably in the classroom (1991). Beginning

teachers need strong self-efficacy beliefs in order to continue in the field of education

(Mulholland & Wallace, 2001). Teachers who exhibit high levels of self-efficacy are also
 21

satisfied with their job and more empowered (Edwards,et al., 2002). Thus, self-efficacy is

directly related to teacher success in the classroom.

Self-efficacy is often divided into two categories: general teaching efficacy and

personal teaching efficacy. General teaching efficacy refers to the beliefs held by a

teachers concerning the power that external factors such as home environment, violence,

or abuse, have in comparison to the influence that teachers and school have on student

learning (Tschannen-Moran etal., 1998). Personal teaching efficacy refers to the degree to

which teachers believe that they have adequate training or experience to develop

strategies to overcome obstacles to student learning (Tschannen-Moran etal., 1998).

These two constructs work together to comprise the subject of self-efficacy.

Classroom management

Classroom management has been a historical problem for teachers. Since the early

1930‟s, teachers have reported that classroom management and students‟

misbehavior were two most trying issues for new and sometimes, even experienced

teachers (Johnston, 1978; Williams, 1976). Classroom management refers to a teacher‟s

ability to keep order the classroom, engage student in learning, and elicit student

cooperation, all while balancing the menial tasks of the classroom (Wong &Wong, 2009).

Research shows that “Students spend up to one-half of instructional time engaged in tasks

not related to learning, such as classroom procedural matters, transitions between

activities, discipline situations, and off task activities (Codding & Smyth, 2008).
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Related Studies

There has been increasing interest in the construct of emotional intelligence

within a school context. Although some studies in the field of education have focused on

the emotional intelligence of students and on the role that this plays with respect to

academic achievement, demonstrating that students with higher emotional intelligence

experience more success in school (Fabio & Palazzeschi, 2008), other studies have shown

that teachers who promote emotional intelligence skills emphasize the value of individual

differences, enhance group work and problem-solving ability, and encourage students to

develop adequate social competencies (Kaufhold& Johnson, 2005). These social

competencies increase the relationship among pupils, their reciprocal respect and their

involvement in class activities (Obiakor, 2001, as cited in Fabio &Palazzeschi, 2008).

In the study that focused on emotional intelligence and teachers, Coetzee and

Jansen (2007) found that teachers were often emotionally overwhelmed by having to

meet the expectation and demands set by the education system, parents, colleagues and

learners. In coping with these demands, the onus remains on the teacher to serve the

teaching profession with pride, compassion and passion. Furthermore, teachers give

meanings to their chosen profession and make a difference in children‟s lives when they

accept these challenges and the opportunities that they present.

Teachers who are able to display emotionally intelligent behavior toward their

learners activate and nourish the hearts of their learners. Emotional intelligence creates

the conditions that help the learners to feel that they are cared for by someone who

accepts them unconditionally and respects their uniqueness. Such teachers set clearly

defined boundaries that are consistently upheld. They involve the learners in classroom
 23

activities and make them feel that they belong. An emotionally intelligent teacher will

encourage learners to take an active part in classroom decision making (Coetzee&

Jansen, 2007).

This is supported by Salami (2007) who states that a teacher‟s job may be

demanding and involves difficulties with heavy workload and unruly students, which

may result in feelings of frustration. Emotionally intelligent are able to place themselves

in a positive state of mind. They are likely to know how to avoid dysfunctional emotions

and use emotions in adaptive ways to alleviate feelings of frustration (Salami, 2007).

Emotional Intelligence develops the knowledge and skills needed for teachers to create a

classroom climate that can calm learners down. Learners become motivated when they

are approached with respect, genuineness and empathy (Coetzee & Jansen, 2007).

A study by Mikolajezak and Luminet (2007) found that individuals who exhibited

high EI had high self-efficacy. Furthermore, it was found that teachers with high EI were

more likely to use active coping skills in stressful situations as a challenge instead of a

threat. According to Penrose, Perry and Ball (2007), it is possible that enhancing a

teacher‟s EI may also have a positive influence on his/her sense of self-efficacy. This in

turn could lead to improve student achievement since self-efficacy is associated with

important outcomes such as student learning and teacher effectiveness.

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CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter introduces the research design, research sample, locale of the study,

together with the selected respondents that were the focus in this study.

Research Design

This study employed a descriptive correlation research design. The descriptive

part was utilized in describing the level of emotional intelligence and level of self-

efficacy of the secondary teachers of Christ the King College de Maranding,Inc.. The

correlation part was utilized by determining the significant relationship between the two

variables. In this study it measures the present model on the level of emotional

intelligence and level of self-efficacy in classroom management and the significant

relationship between the two variables. Emotional intelligence and self- efficacy are the

independent variables.

Research Environment

This study is conducted at Christ the King College de Maranding, Inc.for school

year 2020-2021. The school is located in Purok Apitong,Maranding,Lala,Lanao del

Norte. This school is private sector that accommodate Elementary,High School and

College level.The school adapt the K-12 program implemented by the government.

The Christ the King College de Maranding is considered as one of the best

College school in Lanao del Norte.In fact, after the wreckage done by a storm,it rises

again and developed new project that provide safety and conducive classroom, as well as

quality education.
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The school offered degree courses; Bachelor of Education( General Education)

and Bachelor in Secondary Education major in English and Math. They also offered other

courses like Computer Science, BS Criminology, Bachelor of Science in Business Administration

and TESDA courses. It had 3,000 population more or less. Christ the king College de Maranding

is a Catholic school that served both Christians and Muslims which aimed and goal of producing

a Globally competitive God centered graduates.

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Figure 3. Map of Maranding,Lala Lanao del Norte

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Respondents of the Study

Table 3.1 School Distribution of the Respondents Schools

Frequency

Christ the king College de 50

Maranding(b CKCM)

Total 50

Table 3.1 shows the school distribution of the respondents who participated. The

respondents of the study constituted the secondary teachers of Christ the King College de

Maranding,Inc.

Research Instrument and its Validity

The data for the study was gathered using the following instruments: a) Emotional

Intelligence Scale b) Teachers‟ Efficacy Scale c) teachers‟ evaluation

Emotional Intelligence Scale. Self-report EI was assessed using SREIT, a 33-

item self-report questionnaire that assesses various aspects of emotional intelligence

based theoretically on the four-tier Emotional intelligence model by Mayer, Salovey and

Caruso (2000). The 33-item self-report questionnaire was five-point scaled (1= strongly

disagree to 5=strongly agree), and assessed three broad dimensions: (a) the appraisal and

expression of emotions, consisting of 13 items; (b) the regulation of emotions, consisting

of 10 items; (c) the utilization of emotions, consisting of 10 items. According to Schuette

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et al.(1998) Self-report EI has good predictive and discriminant validity, and high results

of reliability, with an alpha Cronbach value (α) of 0.90. Example self-report EI items

include, “I am aware of the non-verbal message I send to others” and “I easily recognize

my emotions as I experienced them.”

Teachers’ Efficacy Scale. The questionnaire was adapted by Yilmaz from

Emmer and Hickman‟s (1991) Emmer and Hickman developed this questionnaire by

adding 12 more items to Gibson and Dembo‟s (1984). Teacher efficacy scale, which is

the most well-known scale for measuring teachers‟ efficacy (Brouwers & Tomic, 2003;

Henson, Kogan, & Vacha-Haase, 2001). Emmer and Hickman (1991) omitted some of

the items of the original scale. The scale in its current form was used in studies measuring

teacher efficacy for classroom management by Brouwers and Tomic (2000) and Giallo

and Little (2003).

Emmer and Hickman‟s questionnaire consist of 36 items which consider the

„personal teaching efficacy‟, „external teaching‟, and „classroom management/discipline‟

of teachers. The Cronbach‟s alpha reliability coefficients of the teachers‟ questionnaire

were found to be (α) 0.70. The Cronbach‟s alpha reliability coefficients were also

calculated for each sub-scale. The reliability coefficients were (α) 0.57 for personal

teaching efficacy subscale, (α) 0.66 for external teaching subscale, and (α) 0.64 for

classroom management efficacy subscale.

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Data Gathering Procedure

Before administering the instruments of the researcher first sought permission from the school
head for the conduct of the study. When the approval was granted, the questionnaire was distributed online through
google form by the researcher and explained and translate each question for the teacher to fully understand the texts
using the messenger application. In distributing the questionnaire the researcher set an allotted time for the teachers
to answer the questions.

Statistical Treatment and Analysis of Data

After the data were collected and analyzed, it was subjected to statistical analysis

using the following methods:

1. Frequency and Percentage. It was used to identify the number gathered of

respondents included in this study.

Formula:

P=f/n x 100

Where:

P=percentage
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F=frequency

N=no. of cases

2. Means. This was used to describe the average score of the two variables

measured in the study.

Formula:

X=Ʃxᵢ
n
Where:

n= is the number of respondents

x= mean sample

Ʃxᵢ= summation of the scores

3. The Pearson product moment correlation coefficient. The Pearson product

moment correlation coefficient is the most frequently used measure of correlation.

According to Leary (2004), the Pearson product moment correlation coefficient is

a measurement that indicates the degree to which two variables are related to one

another. When a direct positive relationship exists between variables, it is referred

to as a positive correlation. The opposite is true when a negative relationship

exists between two variables (Leary, 2004), In this study, the Pearson product

moment correlation coefficient was used to correlate the sum of the EI and self-

efficacy scores in order to determine whether a relationship existed between these

two variables.
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Formula:

NƩxy – (Ʃx)(Ʃy)
r=
√(NƩx 2
– (Ʃx)2)(NƩy2- (Ʃy)2)

Where:

N= number of pairs of scores

Ʃxy= sum of the products of paired scores
Ʃx= sum of x scores
Ʃy= sum of y scores
Ʃx2= sum of squared x scores
Ʃy2= sum of squared y scores
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