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Chapter I
INTRODUCTION

Teaching taking place in combined grades and groups in a classroom is better

known as multi-graded teaching. One can only assume the difficulties teachers and

students experience while teaching and learning take place in multi-graded

classrooms (Erden, 2020).

Multigrade classes are viewed as a viable means of reaching as many

children as possible, especially in the elementary grades, to make basic education

accessible to many Filipino children. Thus, the efforts to improve the quality of

instruction in these classrooms have begun in the form of investments in training

programs, curriculum development of learning materials appropriate for children of

varying ability levels and behaviors.

Moreover, Multi-graded teaching refers to teaching in a single class with more

than one student grade level (Berry, 2018; Hargraves, 2020). A multi-graded

classroom has only one teacher with more than one grade in the same class. The

importance is on teachers’ understanding the process in order to create and

implement in multi-graded classes and while shaping their methodologies (Brown,

2018). Similarly, maintaining effective learning for the students depend on schools’

being well-organized and well-resourced as well as having well-trained teachers

(Juvane, 2018).

On the other hand, multi-graded teaching has its own set of challenges and

benefits as well as special advantages, despite the constraints (Little, 2019),Studies

concluded that multi-graded classes are necessitated due to the chronic scarcity of

teachers, shortage of pupils, deficiencies in physical resources like an inadequate

number of classrooms and the size of these classrooms.

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Hence it is important that teachers handling multi-grades has to learn how to

relate themselves on the differing needs of the learners inside the classroom and be

able to understand the different behaviors and needs of its learners.

However, teachers nowadays are affected and are triggered by a lot of social

issues around them. These are teacher and family Issues, Teacher and co-workers

relationship Issues and the like. And thus handling this is not mainly dependent on

their maturity, but more so of their emotional Intelligence.

Emotional Intelligence is the core and important factor for life success, and

psychology also play a role interaction in the relation between the managers and

their employees in the organization. Psilopanagioti and Niakas, (2017) stated that

emotional maturity is very important for organization service sector outcome.They

further emphasized that individuals should compete but should be in control of their

emotions under pressure and stress and through constraints (Psilopanagioti et al,

2017) find these contributing good understandings of emotional parameters that

affect the process of work in are increasing in the service and its quality. In a study

conducted by Day and Carroll (2004), experience was positively correlated with three

of the four emotional intelligence scales, as measured by the Mayer-Salovey-Caruso

Emotional Intelligence Test. Van Rooy, (2018) examined the relationship between

emotional maturity and age using the 33-item Emotional Intelligence Scale. There

was a significant positive correlation between emotional intelligence and age. Despite

these findings, there is a limited amount of research that has examined the

relationship between emotional intelligence and work experience. Intuitively, one

might assume that emotional intelligence will increase as work experience increases.

However, empirical research is needed to test this hypothesis.

In the study of Antofina 2018, it was found out that emotional intelligence has

no bearing in the classroom management efficiency of Junior High School

Mathematics Teachers. A teacher can still be at his or her best even if faced by a lot
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of circumstances in life. Thus, (Taole, 2014) said that most of the teachers teaching

at multi-graded classrooms revealed that they found multi-graded teaching difficult

and challenging. They added that they were feeling alone and not know exactly what

was clearly expected from them to do.

Based on the previous studies, the researcher would like to conduct a study

on Emotional intelligence of multi-grade teachers and its effect on their work

productivity.

Statement of the Problem

This study would like to determine the effect of Emotional Intelligence to the

work productivity of multigrade teachers in the districts of Lawaan to Guiuan.

Specifically, this will answer the following questions:

1. What is profile of the multigrade school teachers in terms of:

1.1. Sex

1.2. Age

1.3. Civil Status

1.4. Salary

1.5. Rank/Position

1.6. Number of Years in Service and

1.7. Number of Times Promoted?

2. What is the status of emotional maturity in terms of:

2.1. Self-Awareness

2.2. Self-regulation

2.3. Motivation

2.4. Empathy

2.5. Social Skills?

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3. What is the level of work productivity among Multi Grade Teachers of Lawaan

to Mercedes District.

4. Is there a significant relationship between emotional intelligence and level of

work productivity among Multigrade Teachers in the Districts of Lawaan to

Mercedes ?

Significance of the Study

The outcome of this study will hopefully contribute and add knowledge to the

following individuals.

To the Teachers. One major responsibility is dealing with students and other

stakeholders at school, that they may be able to understand the feeling of others

for them to be able to craft the best design that would cater differences.

To the Researchers. Outcome of this study is a great help to future

researcher. In such a way that findings may serve as an additional reference to their

future studies.

To the Principals and School Heads. That they should provide In-School

programs that would boost the emotional intelligence of their teachers in school.

To the Schools Division Superintendent. As the division head, that they

may formulate trainings focusing on variety of recent classroom management

practices and improving teacher’s intelligence social maturity.

Scope and Delimitation of the Study

This study will focus on emotional intelligence and the Emotional intelligence

of multigrade teachers to their work productivity. This study will be limited to teachers

handling multi-grades with permanent teaching position for the calendar year 2022.

The emotional intelligence will be measured and categorized as whether very low,
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low, average, high and very high emotional maturity, based on the questionnaire that

will be provided for the respondents to answer, and their work productivity will be

categorized as highly commendable, commendable, moderately commendable, less

commendable, and not commendable. The method that will be used in this study will

be descriptive correlational survey wherein questionnaires will be utilized and

distributed in order to collect data from the respondents.

Definition of Terms

The following terms will be defined conceptually and operationally for clear and easy

understanding of this study.

Age. Refers to the period of time where someone has existed (Geddes and

Grosset, 2017). In this study this refers to numerical count on the days of existence

of my respondents from the year he/she was born up to the present year.

Educational Attainment. This refers to the highest educational endeavour

that the respondents of this study have acquired.

Emotional Intelligence. This refers to the key of understanding human

behaviour. It is being able to monitor and manage our own feelings and the feelings

of others as well, and emotions to discriminate among them, and to use this as guide

to our thinking and action. (Antofina, 2018). In this study this will be one of our

predictors which will be determined from our respondents.

Empathy. This refers to putting oneself in one’s shoes (www.mindtools.com).

In this study this is one of the aspects of emotional intelligence which may affect the

independent variable of this study.

Sex. This state of being male or a female (Geddes and Grosset, 2017). In this

study this will refers to the biological identity of our the respondents
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Motivation. This refers to the mental function that produces, sustains and

regulates behavior in humans and animals. (Geddes and Grosset, 2017). An aspect

of emotional intelligence which may have an effect on the classroom management

efficiency.

Multi-grade Teachers. This generally refers to a teaching situation where a

single teacher has to take responsibility for teaching pupils across more than one

curriculum grade within a timetabled period (multigrade.ioe.ac.uk). In this study this

refers the respondent handling multigrade in from the districts of Lawaan to Guiuan.

Self-Awareness. This is knowing how you feel, and you know how your

emotions and your actions can affect the people around you (www.mindtools.com).

Self-Regulation. This refers to staying oneself in control.

(www.mindtools.com) Social Skills. This refers to how oneself manage skills and

resolve conflicts diplomatically.

Social Skill. Are healthy ways of relating to others that promote positive

interactions. This include the words, gestures, and body language that are used

during social interactions (study.com). In this study tis is one aspect of emotional

maturity of the respondents which might a contributing factor on his or her work

productivity.

Work Productivity. It is the value each team brings to the success of the

overall business. It measures the output of individuals or teams to better understand

how an organization can optimize its workflows (www.betterup.com). In this study this

means the accomplishments achieve by multigrade teachers with accuracy and

efficiency.
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CHAPTER II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter will highlight the review of related literature and studies that will

serve as a framework for understanding the study. This will also give information on

the theoretical, conceptual as well as the hypothesis to be tested in this study.

A. Related Literature

Teachers teaching in multi-graded classrooms require having best skills on

classroom management because they need to do appropriate planning of their

classes in order to avoid being unnecessary (Taole , 2014). Tasks should be in

parallel in each classroom where carrying out tasks in one grade may need higher

level of contact by teacher-learner or lower level of contact by teacher-learner in

another grade. Strategies offered for a multi-graded classroom teaching and learning

include process approach, moving from all-knowing facilitator, integrating related

areas of the curriculum across grades and ensuring to form flexible groups in the

classroom (Beukes, 2006). Similarly, approaches to curriculum for multi-graded

classrooms are spans of multi-graded curriculum, differentiated curriculum,

apparently one-graded curriculum, learner centered curriculum and material centered

curriculum.

An identified barrier to the multi-graded teaching is on managing the

classroom because while one group is busy with a task, the teacher is busy with

teaching another group (Taole 2017). It is observed that students end up finishing the

learning tasks without supervision of the teacher. Similarly, managing time effectively

as well as maintaining parent and community relationships are the aspects needed to

be promoted to build fruitful multi-graded teaching and learning experiences. Despite

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the difficulties faced, multi-graded teaching and learning involve some advantages

such as having adaptable flexible schedules, creating more opportunities to promote

and resourceful learning, to learn more in informal classroom atmosphere and with

friendly relationships (Jordan, 2019). Organizational strategies proven to be

beneficial for multi-graded teaching and learning atmosphere include some

schedules and routines promoting clear and predictable patterns, enhancing

students’ responsibility in order to feed their own learning opportunities as well as

using the time for promoting experiences on group learning across and within levels

of each year, for developing skills and strategies allowing learners to maintain higher

levels of independence of their individual learning or combination with others as well

as for developing strategies and routines for promoting peer tutoring (Pancoe, 2018).

Due to the broad range of diverse abilities which are a typical characteristic of

multigrade classrooms, teachers have opportunities to utilize flexible grouping

models which enable them to develop a strong focus on individual learning needs

and capitalize on the heterogeneity that exists within the classroom. Children

educated in multigrade classrooms demonstrate the ability to be independent and co-

operative learners, display innovative thinking and show tolerance towards others.

Studies examining academic achievements in multigrade classrooms report

conflicting results. It is widely reported that the academic outcomes for children in

multigrade classes are the same as those of children in single-grade classes.

However, variations occur when academic outcomes are disaggregated according to

gender and by grade-level combinations (Murphy, 2018).

Nevertheless, it is still the teachers’ strategy that will contribute in the

development and improvement of the academic success of any learner in the

classroom. Hence it is important that every teacher has to understand every unique

behavior of each child inside, therefor he must emotionally intelligence.

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George 2018, in his article wrote that emotional intelligence is a set of abilities

that includes the abilities to perceive emotions in the self and in others, use emotions

to facilitate performance, understand emotions and emotional knowledge, and

regulate emotion in the self and in others. Thus, he further said that emotional

intelligence essentially describes the ability to effectively join emotions and

reasoning, using emotions to facilitate reasoning and reasoning intelligently about

emotions. In other words, emotional intelligence taps into the extent to which

people‟s cognitive capabilities are informed by emotions and the extent to which

emotions are cognitively managed. Additionally, it should be pointed out that

emotional intelligence is distinct from predispositions to experience certain kinds of

emotions captured by the personality traits of positive and negative affectivity. There

are at least four major aspects of emotional maturity: the appraisal and expression of

emotion, the use of emotion to enhance cognitive processes and decision making,

knowledge about emotions, and management of emotion.

Furthermore, According to Ghosh (2023) emotional intelligence fosters self-

awareness and self-control – two critical components of productivity. Self-awareness

enables individuals to recognize their strengths and weaknesses and understand the

impact of emotions on their actions, while self-control helps in managing challenging

situations and maintaining composure.

When people have a better understanding of their own emotions and how to

manage them, they're less likely to react impulsively or lash out at others. This can

help prevent conflicts from escalating and wasting valuable time and energy. By

being able to empathize with others and resolve conflicts in a constructive way, you

can create a more harmonious work environment that fosters productivity.

Effective time management is a crucial component of success, and

successful people know this all too well. With high emotional intelligence, individuals
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can prioritize and plan their tasks accordingly while remaining intrinsically motivated

to meet their deadlines.

Moreover, leaders with EQ do not micromanage their team members but

empower them instead. By understanding their team's emotional responses, they can

lead them to complete tasks on time and achieve optimized results. EQ, therefore,

enables individuals to stay ahead of time, avoid time wastage, and foster a 10X

culture in the workplace.

Petrides (2019) in his article emphasized the used of emotional intelligence in

the classroom as: Creating an environment for respect, an avenue wherein both

students and teachers respect one another; Being honest and own up on your

mistakes, Validating students, which requires accepting students ideas rather than

rejecting; and, Managing emotions while taking responsibility of the same.

Labutap, cited by Antofina 2018, wrote that people with low emotional

Intelligence are the people who easily get lost of arguments, they do not understand

on how other feels, thinks that other people are overly sensitive, refuses to listen to

others point of views, blame others for mistakes, they have the inability to cope with

emotionally changing situations, they have sudden emotional outburst, they have

difficulty in maintaining friendship, and lacks empathy. Furthermore, she also said

that People with low emotional maturity have little insight into how their own emotions

might lead to problems. When things go wrong, their first instinct is to blame others.

They often blame characteristics of the situation or the behaviors of other people for

their actions. They might suggest that they had no other choice for what they did and

that other people do simply not understand their situation. This tendency to not take

responsibility often leaves them feeling bitter and victimized.

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Bradberry (2017), on his book Emotional intelligence 2.0 mentioned that

people with high EQs master their emotions because they understand them, and they

use an extensive vocabulary of feelings to do so. While many people might describe

themselves as simply feeling “bad,” emotionally intelligence people can pinpoint

whether they feel “irritable,” “frustrated,” “downtrodden,” or “anxious.” The more

specific your word choice, the better insight you have into exactly how you are

feeling, what caused it, and what you should do about it.

Related Studies

Ruiz, 2020 in his study said that Multigrade teachers need uplifting in their

educational qualification, trainings and similar initiatives to raise their rank, morale,

motivation, and competence to remain in teaching. The extent of teacher

empowerment dimensions with respect to decision making, professional growth,

status, self-efficacy, autonomy, and impact are very highly empowered. The very poor

academic showed in the five (5) learning areas is a brazen demonstration of a need

to seriously evaluate multigrade instruction. Among the selected teacher factors, only

sex and professional growth turned out to be predictors of academic achievement in

selected learning areas such as English, Makabayan, and Mathematics. On the

extent of problems or difficulties encountered by multi-grade teachers in multi-grade

teaching, a level of not serious has been rated by the teachers.

Furthermore, the study of Kirby et al, 2019, they found consistently small and

negative effects on student achievement, regardless of grade or subject, even

controlling for teacher characteristics (as suggested by Mason and Burns, 1996).

Overall, 3rd, 4th, and 5th grade students in multigrade classrooms performed on

average between 1/25th and 1/100th of a standard deviation lower on the CST ELA

assessment than expected had they been in a monograde classroom. Similarly, 3rd,

4th, and 5th grade students in multigrade classrooms performed on average between
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1/10th and 1/30th of a standard deviation lower on the CST mathematics assessment

than expected had they been in a monograde classroom. While several of these

effects were statistically significant, with one exception (4th graders in grade 4-5

configuration in mathematics), none was large enough to be substantively significant.

However, the effectiveness of the delivery of teaching learning where the

academic success of the learners lies upon is associated on how teachers manage

his or her classroom in the study of Tamayo (2017) With regard to the relationship of

EI and classroom management of STE science teachers it was found out that there is

no significant relationship between the two variables. This implicates that even if EI is

increasing, the preference of classroom management does not change. This means

that even if a teacher has low EI, there is still a chance that he will prefer student-

centered approach meanwhile, it may be the same with a teacher who has an

average or high EI, and he may still choose a teacher-centered approach.

Additionally, in the study of Mafuzah (2018) highlighting five aspects of

emotional intelligence as Self-awareness, Self-regulation, Self-motivation, sympathy

and social skills and its relationship to job performance, the five-hypothesis set for

these five aspects were accepted. Thus, it appears that emotional intelligence has

greater impact on teachers‟ job performance.

Faresilli et, al. (2018) shows that older people are slightly more likely to be

higher in emotional intelligence. The finding suggests emotional intelligence is a

developing ability; it is likely that accumulated life experiences contribute to EQ. It

further shows that the experience isn‟t a predictive factor to explain this area. This

suggests the competencies in this part of the model (Navigate Emotions, Exercise

Optimism, Engage Intrinsic Motivation and Apply Consequential Thinking) need

specific training. In other words, it is less likely that these will “automatically” develop

through life experience. However in the study of Shipley (2014) form the age range of
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their samples of 19-29, it was revealed that age was not positively correlated with

emotional intelligence. The result shows that emotional intelligence has nothing to do

with the age level of an individual.

In the Study of Labutap as cited by Antofina 2018, it was found out that

emotional intelligence is strongly correlated to the academic achievement of Fourth

Year College students. However, in the study of Rust 2018, in his study on the

relationship between the academic performance of sixth grade math students and the

emotional maturity of their corresponding teachers through the use of descriptive

statistics no significant findings was established.

The gathered literatures and studies incorporated herein will deal on the

Emotional intelligence and the work performance of multigrade teachers, though the

different studies reviewed might vary from the result that this study may yield. These

could still be very useful to the researcher in providing them a thorough

understanding and sufficient insights on several aspects pertaining to this study, and

more importantly a sense of direction on the conceptualization of this study.

Theoretical Framework of the Study

Social learning theory suggests that social modeling and good behavior are powerful

classroom tools. If children see positive outcomes from an action such as paying attention to
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the lesson, they are more likely to perform that action themselves. Conversely, if they see

negative consequences, they are likely to avoid that behavior. Behavioral and cognitive

theories of learning are integral to social learning theory. As a comprehensive model open to

a wide range of learning experiences, social learning considers social context to understand

that learning is not only behavioral, but also a cognitive process. This means that teachers can

utilize systems of punishment and reward to help students learn from the examples of others.

Social learning theory also promotes self-efficacy via constructive feedback. Students who

receive positive reinforcement tend to have more confidence in themselves and their abilities

—the theory argues that a positive interaction will stand out in their mind, and they will want

to repeat their good behavior.

Vygotsky’s sociocultural theory emphasises the importance of social interaction in

learning and the part that society plays in cognitive development. He identifies the importance

of teachers, parents and peers in how and what a child learns. The sociocultural theory

highlights the fact that children will learn depending on the characteristics of their culture and

environment and the opportunities within these.

Therefore, this study will be conducted to find out if there will really be an

impact on Emotional intelligence and work productivity among multi-grade teachers

in the districts of Lawaan to Guiuan.

Conceptual Framework of the Study

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Figure 1, will be a the schematic diagram of the conceptual framework of the

study. It will be composed of independent variable and dependent variable. The

teachers‟ profile (sex, age, civil status, salary, rank/position, number of years in

service and number of times promoted) and the emotional Intelligence (Self-

awareness, self-regulation, motivation, empathy and social skills) was the

independent while the while the Teachers’ work productivity was the dependent

variable.
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A. Teachers Demographic Profile

1.1. Sex

1.2. Age

1.3. Civil Status

1.4. Salary
Teachers Work Productivity
1.5. Rank/Position

1.6. Number of Years in Service

and

1.7. Number of times Promoted.

B. Emotional Intelligence
b.1. Self Awareness
b.2. Self Regulation
b.3. Motivation
b.4. Empathy

Figure 1 is the Schematic Diagram Depicting the Conceptual Framework of

the study.

Research Hypotheses
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This study will test the hypotheses below:

1. There is a significant relationship between emotional intelligence and the

level of work productivity of Multigrade Teachers in the Districts of Lawaan to

Guiuan.
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Chapter III

METHODOLOGY

This chapter will reveal the methods of research to be employed by the

researcher in conducting the study which includes the research design, research

locale, respondents of the study, research instrument, Instrumentation, data

gathering procedure, measurements of the study, and analysis of data.

Research Design

This study was made possible by the means of quantitative methods of

research. In this study, the researchers used the descriptive correlation research

design. Descriptive correlation design is used in research studies that aim to provide

static pictures of situations as well as establish the relationship between different

variables (IvyPanda, 2022).

In addition, the descriptive research design was involved by using the close-

ended survey questionnaire that was distributed to the respondents in order to

analyze, describe, and interpret the profile, and level emotional maturity of Teachers

handling multi-grade classes. For this design, the researchers employed descriptive

statistics, particularly the frequency, percentage, and the mean. Second, the

researchers used a correlation research design, which no variables were within the

researcher’s direct control or manipulation. The degree and/or direction of the

relationship between two (or more) variables is reflected in a correlation, which may

go in either a positive or negative direction (Bhandari, 2021). The two main variables

that will be the level of Emotional intelligence of multi-grade Teachers evaluated and

their work productivity.

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Research Locale

This study will be conducted in the districts of Lawaan to Guiuan. The

researcher identified this place for ease, and accessibility.

Respondents of the Study

The respondents of the study will be the multi-grade teachers in the district of

Lawaan to Guiuan who were employed as regular permanent during the Calendar

Year 2022. There will be a total of 201 population of this study. To cut down this

number the researcher will use Slovin’s Formula to get the samples that will

represent the population of this study. Therefore, there will be 134 samples of this

study.

Below will the distribution of samples that will serve as the respondents of this

study.

District Number of Respondents

Balangiga District 3

Giporlos District 10

Guiuan East District 8

Guiuan North District 15

Guiuan South District 20

Lawaan District 2
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Mercedes District 13

Quinapondan District 16

Salcedo 1 District 30

Salcedo 2 District 17

Total 134

Table 1. Distribution of Respondents

Research Instrument

This study will use a standardized questionnaire divided into three parts, Part

I will focus on the demographic profile of the respondents, Part II will assess the

Emotional intelligence Inventory adopted and modified from the study of Antofina

(2018). The assessment tool was composed of 30 statements five per aspect, while

part III, will assess their work productivity. The respondents will assess themselves

whether they strongly agree as the highest and strongly disagree as the lowest from

the statements provided.

The researchers will use a 5-point Likert scale because it usually provides five

possible answers to a statement or question, allowing respondents to show a positive

or negative level of consent or sentiment about the question or statement.

Instrument Validation

Prior to the actual conduct of the study, the researcher will conduct a dry run

of questionnaire. to determine if there was still a need to revise the questionnaires.

The instrument will be pre-tested last in August 2023. This procedure will help the

researcher to determine if there was still a need for revision of the evaluation tools.

Data Gathering Procedures

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The respondents will be the main data source for this study. For the collection

of data, the researchers will made three (3) letters: an authorization letter to the

School to the School Division Superintendent permitting the researcher to conduct

the study, letter to the principal of the school, and letter to the respondents.

To ensure a hundred percent retrieval, the researcher will administer the

questionnaire personally and to respond immediately if there are items in the

questionnaire that may not be clear to respondents.

The researchers will ensure the confidentiality of the data sources. It will be

firmly implemented that no information on the respondents and their records will

illegally be leaked to the public. All data that will be gathered will be used solely for

the purposes of this research.

Analysis of Data

The researchers will employ the following statistical tools in this study: the

frequency counts, the percentage, the weighted mean, and the Pearson Product-

Moment Correlation Coefficient, also known as Pearson’s r, invented by the British

mathematician, Karl Pearson.

According to Manikandan (2021), frequency counts allow the researcher to

have a glance at the entire data conveniently. It shows whether the observations are

high or low and whether they are concentrated in one area or spread out across the

entire scale. On the other hand, percentage is reported when the responses have

discrete categories, which means that the responses fall in different categories (Korb,

2020). The frequency counts and percentage were used for analyzing the profile of

the respondents, the status emotional maturity and the status of work productivity of

the respondents.
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The weighted mean is a type of arithmetic mean, which is calculated by

multiplying each value in a data set by a weight and then adding up the results. The

weight can be thought of as a measure of the importance of each value in the data

set (Infinity Learn, 2022). The formula for the weighted mean was used in the level of

emotional intelligence and work productivity of multi-grade teachers.

The Pearson’s r is a statistic that is used to measure the relationship between

two different variables. Once two variables have been shown to be related, the

correlation coefficient is also utilized for evaluating the strength of the relationship

(Hartin & McCallister, 2021). The formula for the Pearson r was used in correlating

the Emotional Intelligence of multigrade teachers to their work performance.

Measurement of Variables

To facilitate the computation of data, the following scales will be used and its

corresponding interpretation to measure the variables Emotional Intelligence and

work productivity among multi-grade school-teachers.

In terms of Emotional Intelligence, the scaling below will be used:

Scale Description Interpretation

5 Always Very High

4 Often High

3 Sometimes Average

2 Rare Low

1 Never Very Low

For work productivity, the researcher will use the scaling below:
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Scale Description Interpretation

5 Always Highly Commendable

4 Often Commendable

3 Sometimes Moderately Commendable

2 Rare Less Commendable

1 Never Not Commendable

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Chapter IV
RESULTS AND DISCUSSION
This chapter presents the findings as well as the tables on the study of

Emotional Intelligence and Work Productivity of multi-grade teachers in districts of

Lawa-an to Guiuan.

Sex of Teachers

Table 2 shows the data on the sex of the respondents on this study. It is

observed in the table out of 134 respondents 107 or 79.9% are female, while 27 or

20.1% are men. This data also reveals that most of the teachers handling Multi

Grade are females.

Table 2. Sex of the Respondents

Sex Frequency Percentile
Male 27 20.1%

Female 107 89.9%

Total 134 100%

Age of the Respondents

Below is the table showing the age of the respondents, from the data it can

seen that most of the teachers handling MG classes between the ages of 23-30

where out of 134 respondents 44 or 32.83% are on these age group, while the

highest age handling this of class are between 51-56 years old in which based on the

data there are 9 or 6. 72% of the teachers in the Southern part of Eastern Samar

handling multi grade are between the said ages. Faresilli et, al. (2018) shows that

older people are slightly more likely to be higher in emotional intelligence. The finding

suggests emotional intelligence is a developing ability; it is likely that accumulated life

 25

experiences contribute to EQ. However, in the study of Shipley (2014) form the age

range of their samples of 19-29, it was revealed that age was not positively

correlated with emotional intelligence. The result shows that emotional intelligence

has nothing to do with the age level of an individual.

Table 3. Age of the Respondents

Age Frequency Percentile

25-30 44 32.83 %

31-35 31 23.13 %

36-40 28 20.9%

42-45 13 9.7%

46-50 9 6.72%

51-56 9 6.72%

Total 134 100%

Salary of the Respondents

Table 4 is the data on the salary of the teacher’s handling MG in the Southern

part of Eastern Samar, from the gathered data it can be gleaned that 89 out of 134 or

66.42% are paid at a salary ranging from 20,000.00-30,000.00 a month, while none

of the teachers handling the same grades is earning a salary of 51,000.00-60,000.00

a month.

Table 4 Salary of the Respondents

Salary Frequency Percentile

20,000.00-30,000.00 89 66.42%

31,000.00-40,000.00 42 31.34%
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41,000.00-50,000.00 3 2.24%

51,000.00-60,000.00 0 0

Total 134 100%

Rank or Position of the Respondents

The table below reflects the teaching rank of the respondents of this study,

from the gathered data out of 134 samples 64 or 47.76 % are teacher one (1), while

1 or 0.075 % is already a master teacher. None of the respondents are on the ranks

Master teacher 2,Master teacher 3, and Head Teacher 2 respectively.

Table 5 Rank or Position of the Respondents

Age Frequency Percentile

T-1 64 47.76%

T-2 21 15.67%

T-3 46 34.33 %

MT-1 1 0.75%

MT-2 0 0

MT-3 0 0

HT-1 2 1.49%

HT-2 0 0

Total 134 100%

Number of Years in Service

Table 6 is the data on the number of years where the Multi Grade teaches

had been serving the department of Education. It can be revealed from the data that

from the 134 respondents 61or 45.52 % had been in teaching for 1-5 years already

while 4 which is 2.99% of the respondents served for 16-20 years the longest years

where the respondents served at the department was between 26-30 years, where
 27

from the range 5 or 3. 73% of the respondent are in DepEd teaching multigrade

within this length of government service.

Table 6 Number of Years in Service of the Respondents

Number of Years Frequency Percentile

in Service
1-5 61 45.52%

6-10 42 31.34%

11-15 15 11.19%

16-20 7 5.23%

21-25 4 2.99%

26-30 5 3.73 %

Total 134 100%

Number of Times the Respondents are Promoted

Table seven (7) reflects the number of times the teacher respondents are

promoted. From the information gathered from them it was revealed that from the

134 respondents 64 or 47.76 % of them had been promoted to a higher position once

on only 1 or .75% was promoted for 4 times.

Table 7 Number of Times Promoted

Number of Times Frequency Percentile

Promoted
ONCE 64 47.76%

TWICE 45 33.58%

THRICE 24 17.91%

4 TIMES 1 0.75%

5 TIMES UP 0 0

Total 134 100%

 28

Profile of the respondents Emotional Intelligence

Table 8 reflects the mean scores of the Emotional Intelligence of the

respondents. It can be seen that from the 30 statements, number 8 under self-

regulation which is “I have the resources and tools perform my duties effectively.”

has the lowest means of 3.66, which has a description of “often” with corresponding

interpretation is High Emotional Intelligence, this indicates that this statement is the

least agreed statements of the respondents of this study, whereas statement number

2 “I know when I am happy” under self-awareness yield the highest Means of 4.76

which equivalent Interpretation is very High Emotional Intelligence. These shows that

these statements are the most agreed lines of most respondents of this study. It can

likewise be seen from the table that out of the five aspects of emotional intelligence,

which are Self-awareness, self-regulation, motivation, empathy and social skills. Self-

Regulation have the lowest total mean of 3.99, which is interpreted as High

Emotional Intelligence. On the other hand, Self-awareness has the highest total

mean of 4.55 with an interpretation of high emotional intelligence.

Table 8 Profile of Respondent’s Emotional Intelligence

Statements Mean Interpretation
Self-Awareness
1. I realize immediately when I lose my temper. 4.45 Very High EI
2. I know when I am happy. 4.76 Very High EI
3. I usually recognized when I am stressed. 4.52 Very High EI
4. When I am being emotional, I am aware of this. 4.54 Very High EI
5. When I feel anxious, I usually account for the reasons. 4.37 High EI
6. Awareness of my emotions is very important to me at all 4.67 Very High EI
times.
Self-Regulation
7. I can reframe bad situations quickly. 4.10 High EI
8. Others can rarely tell what kind of mood I am in. 3.66 High EI
9. I rarely “fly off the handle” of other people. 3.77 High EI
10. I rarely worry about work or life in general. 3.94 High EI
11. I do not let stressful situations/people affect me once I 4.25 High EI
have left work.
12. I can supress my emotions when I need to. 4.26 High EI
Motivation
13. I believe in “Actions this day”. 4.26 High EI
14. I usually able to prioritize important work and get on 4.56 Very High EI
 29

with them.
15. I can always motivate myself when I feel low. 4.26 High EI
16. I always meet deadlines 4.16 High EI
17. I never waste time. 4.07 High EI
18. Motivation has been the key to my success 4.53 Very High EI
Empathy
19. Reasons for disagreement are always clear to me. 4.18 High EI
20. I can sometimes see things from others points of view. 4.27 High EI
21. I can understand why my actions offend others. 4.18 High EI
22. I can understand if I am being unreasonable. 4.12 High EI
23. Other individuals are not difficult just different. 4.23 High EI
24. I am a good listener. 4.28 High EI
Social Skill
25. I am good with reconciling differences with other 4.19 High EI
people
26. I see working with different people as simply a 4.10 High EI
challenge to
win over them.
27. I like to ask questions to find out what is important to 3.96 High EI
people.
28. People are the most interesting thing for me. 4.31 High EI
29. I am good at adapting and mixing with a variety of 4.16 High EI
people.
30. I can tell if a team of people are not getting along with 3.19 High EI
each Other

Status of Respondent’s Emotional Intelligence

Table 9 is the data on the status of emotional intelligence of multi grade

teachers in the Southern part of Eastern Samar, from the table it is evident that from

the 134 respondents 92 or 68.66 % of the respondents has high emotional

intelligence, 38 or 28.36% have Very High Emotional Intelligence while 3 or 2.23 %

has low Emotional Intelligence. Bradberry (2017), on his book Emotional intelligence

2.0 mentioned that people with high EQs master their emotions because they

understand them, and they use an extensive vocabulary of feelings to do so. While

many people might describe themselves as simply feeling “bad,” emotionally

intelligence people can pinpoint whether they feel “irritable,” “frustrated,”

“downtrodden,” or “anxious.” The more specific your word choice, the better insight

you have into exactly how you are feeling, what caused it, and what you should do

about it.

Table 9 Number of Years in Service of the Respondents

 30

Emotional Intelligence Frequency Percentile

VERY HIGH 38 28.36%

HIGH 92 68.66%

AVERAGE 1 .75%

LOW 3 2.23%

VERY LOW

Total 134 100%

Profile of the Respondents Work Productivity

The table below shows the profile of the respondents in term of work

productivity. Looking into the table below all respondents has that commendable

work productivity, thus based on the statements it was statement number 4,” I always

beat our team target” was rated the least with a mean of 3.81, while statement

number 10, “I have clear goals and priorities that guide my work.” was the most

agreed statement majority of the multi grade teachers with a mean of 4.44.

Table 10 Profile of Respondent’s Work Productivity

Statements Mean Interpretation
1. I accomplish tasks quickly and efficiently 4.25 Commendable
2. I have high standard of task accomplishment 3.97 Commendable
3. My work outcome is of high quality 3.95 Commendable
4. I always beat our team target. 3.81 Commendable
5. I can manage my time and allocate resources effectively 4.20 Commendable
6. I feel empowered to make decisions that affect my 4.09 Commendable
productivity.
7. I am timely with my assignments and targets 4.12 Commendable
8. I have the resources and tools perform my duties effectively 4.19 Commendable
9. I receive my timely feedback that helps me improve my 4.19 Commendable
performance
10. I have clear goals and priorities that guide my work. 4.44 Commendable
11. I feel well-supported by my colleagues. 4.32 Commendable
12. I have the flexibility to work in a way that best suits my 4.34 Commendable
need and preferences.
13. I enjoy the work I do and feel a sense of purpose in 4.42 Commendable
everything I do.
14. I feel like my contribution make difference in the 4.14 Commendable
organization.
15. I feel confident in my abilities and abilities to learn new 4.25 Commendable
skills.
 31

16. I have a positive mindset and approach my work with 4.40 Commendable
enthusiasm and energy.
17. I am able to manage stress and handle challenging 4.34 Commendable
situations effectively.
18. I have the necessary work balance to maintain my 4.30 Commendable
productivity and well-being.
19. I consistently meet or exceed my performance goals. 4.05 Commendable
20. I effectively manage my time and optimize my productivity. 4.19 Commendable
21. I am proactive in seeking ways to improve my work 4.22 Commendable
efficiency.
22. I am able to maintain a high level of concentration during 4.02 Commendable
my work.
23. I collaborate well with colleagues to achieve collective 4.39 Commendable
productivity goals.
24. I consistently produce I high quality work product. 4.03 Commendable
25. I am able to manage and handle work related stress in a 4.16 Commendable
productive manner.
26. I actively participate in continuous learning and 4.30 Commendable
development activities to enhance my productivity.
27. I am motivated and engaged in my work which positively 4.32 Commendable
impacts my productivity.
28. I am given sufficient autonomy and flexibility to manage my 4.16 Commendable
work and productivity effectively.
29. I have opportunities to learn and grow in my role, including 4.34 Commendable
professional development, training, and mentorship.
30. I have access to a supportive workplace culture and 4.23 Commendable
values, diversity, inclusion and equity and provides
opportunities for growth and development

Respondents Work Productivity

Table 11 is the data on the level of the work productivity of Multi Grade

Teachers in the Districts of Lawa-an to Guiuan. As deemed from the table it can be

observed that 95 0r 70.90% of these group of teachers has a highly commendable

work productivity, while the lowest level of work productivity among these group of

respondents is moderately commendable where 5 or 3.73% of the MG teachers has

this level of work productivity. Thus, none of them were rated Less Commendable

and Not Commendable respectively.

Table 11 Level of Work Productivity of the Respondents

Work Productivity Frequency Percentile

Highly Commendable 34 25.37%

Commendable 95 70.90%
 32

Moderately Commendable 5 3.73 %

Less Commendable 0 0

Not Commendable 0 0

Total 134 100%

Relationship between Emotional Intelligence and Work Productivity

The table below shows the computation of correlation value of the relationship

between emotional Intelligence and the work productivity of multi-grade teachers in

the districts of Lawa-an to Guiuan. It can be reflected in the table that emotional

intelligence has no significant bearing over work productivity of multi-grade teachers.

This is justified by an index of correlation of 0.517 which implies a moderate

correlation between the two variables and a p- value of 0.000 resulting to a high

significant between the dependent and the independent variables at 5% level of

significance. Accordingly, with this result the alternative hypothesis set on this study

which state that “There is a significant relationship between the Emotional

Intelligence and the Work Productivity of multi-grade teachers in the districts of Lawa-

an to Guiuan is rejected. This means that no matter how high or low the emotional

intelligence of a teacher he will still be productive in his work. This result is similar to

the study of Antofina, 2018 where the null hypothesis stating ““There is no significant

relationship between the Emotional Intelligence and the Classroom Management

Efficiency of Junior High School Mathematics Teachers in the Southern Part of the

division of Eastern Samar was accepted, from this result it was found out that no

matter how high or low the emotional intelligence of a teacher it will not greatly affect

his/her classroom management efficiency.

Similarly in the study of Tamayo, (2017) the result with regard to the

relationship of EI and classroom management of STE science teachers it was also

 33

found out that there is no significant relationship between the two variables. This

implicates that even if EI is increasing, the preference of classroom management

does not change.

Table 12: Relationship between Emotional Intelligence and Work Productivity

Variable 1 Variable 2 Correlation Interpretation P-Value Interpretation

Coefficient

Emotional Work .517 Moderate .000 Highly

Intelligence Productivity Correlation Significant

 34

Chapter V

SUMMARY CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the results of the study; this also includes the
conclusion and the proposed recommendations.

Summary

1. What is profile of the multigrade school teachers in terms of:

1.1. Sex

1.2. Age

1.3. Civil Status

1.4. Salary

1.5. Rank/Position

1.6. Number of Years in Service and

1.7. Number of Times Promoted?

2. What is the status of emotional maturity in terms of:

2.1. Self-Awareness

2.2. Self-regulation

2.3. Motivation

2.4. Empathy

2.5. Social Skills?

3. What is the level of work productivity among Multi Grade Teachers of Lawaan
to Mercedes District?

4. Is there a significant relationship between emotional intelligence and level of

work productivity among Multigrade Teachers in the Districts of Lawaan to
Mercedes?

The data collected are statistically treated using mean and percentage for the
 35

demographic profile of the respondents, the level of emotional intelligence and the
status of work productivity of the respondents. In order to determine the extent of

relationship between the variables the researcher uses Pearson’s r.

On the bases of the data and results presented and discussed the results of

the study are the following:

Profile of the Respondents

As to sex out of the 134 multigrade teachers, most are women which is

89% of the total respondents. In terms of age, those aging within the range of

25-30 has the largest population of 44 or 32.83% of the samples. Moreover,

when it comes to their salaries, 89 of them are earning between 20,000.00-

30,000.00 since majority of them are still on the rank teachers 1 and 2 which

comprises a 63.43% of the number of respondents whom the survey was

conducted, while when it comes the number of years in service 61 have been

serving the Department of Education for 1-5 years since they were hired, the

reason why 64 of this teachers had been promoted to a higher position once.

Level of Emotional Intelligence

It is found out that 92 or 68.66% of the of the muti-grade teachers in

the districts of Lawa-an to Guiuan have High emotional intelligences, and 1 or

7% of the respondents has average EI, however 3 of them has low Emotional

Intelligence. As to the aspects of EI teachers has to work on their self-

regulation for it is revealed that this aspect obtained the lowest mean scores

of 3.99.
 36

Level of Work Productivity

From the result of the study it is revealed that most of the multi-grade

teachers has commendable work productivity where out of the 134 samples

95 or 70.90% has this level of work productivity, while 5 has a moderately

commendable status and 34 has a highly commendable status.

Relationship between Emotional Intelligence and Work Productivity

This study found out a no significant relationship between emotional

intelligence and classroom management efficiency. The computed correlation

coefficient was 0.517 which tells a moderate correlation between the variables

and a p-value of 0.000 a highly significant value, however since the

computed p value is less than the 5% level of significance set on this study,

the hypothesis of the study is rejected.

Conclusions

Based on the findings of the study the following conclusions are

drawn:

Most of the multi-grade teachers from the districts of Lawa-an to

Guiuan are females, aging between the ages of 25-30. Moreover 89 are

earning a salary of 20,000.00-30,000.00 because most of them are still

teachers 1 and 2. When it comes to teaching experience most of are newbies

in the department serving 1-5 years since they were hired, the reason why

most of them had submitted papers for promotion just once. Thus, a large

number of the respondents has high emotional intelligence, whereas, as to

their work productivity most of the teachers handling MG has that

commendable status the reason behind is that most of the heads took really
 37

much time to conduct classroom observation to MG classes for technical

assistance as well as for improvement and sustainability of their work

performance since they will also be rated at the end of the school year.

Furthermore looking into the level emotional intelligence as it is correlated to

the work productivity of the MG teachers, this study found no significant

relationship, a teacher may excel and can be productive in his or her work

regardless of whether he or she has very high, high and low emotional

intelligence.

Recommendations

Based on the findings and conclusion derive. The researcher would like

to recommend the following:

1. Just as emotional intelligence may provide a framework for organizing

personality, investigators may wish to examine emotions in the self, the

appraisal of others' emotions, and the ways in which emotion is regulated, or

the adaptive uses of emotion especially nowadays that there are so many

external factors affecting emotions.

2. Researchers may conduct a study that would examine the role of social

media and its contribution to the emotional intelligence of not just the

teachers but of those who are mostly inclined to believing social media

posts.

3. Encourage teachers to pursue a submit papers for promotion, since this is

a proof of their professional growth.

4. Conduct a study on emotional intelligence of school leaders and how this

effects on their management practices.

 38

Chapter VI
REFERENCES
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Appendices
41
42
 43

QUESTIONNAIRE ON EMOTIONAL INTELLIGENCE

Name: (Optional)_________________________________________

Part I: Teachers Demographic Profile

Age

[ ] 25-30 years old [ ] 31- 35 years old

[ ] 36-40 years old [ ] 42-45 years old

[ ] 46-50 years old [ ] 51-56 years old

Sex

[ ] Male

[ ] Female

Civil Status

[ ] Single [ ] Widowed

[ ] Married [ ] Separated

Salary

[ ] 20,000.00-30,000.00 [ ] 31,000.00-40,000.00

[ ] 41,000.00-50,000.00 [ ] 51,000.00-60,000.00

[ ] 61,000.00-70,000.00

Rank/Position

[ ] T-1 [ ] T-2

[ ] T-3 [ ] MT-1
 44

[ ] MT-2 [ ] MT-3

[ ] HT-1 [ ] HT-2

Number of Years in Service

[ ] 1-5 years [ ] 6-10 years

[ ] 11-15 years [ ] 16-20 years

[ ] 21-25 years [ ] 26-30 years

[ ] 30 years and above

Number of Times promoted

[ ] Once [ ] Twice

[ ] Thrice [ ] 4 times

[ ] 5 times and up

Part II: Questionnaire on Teachers’ Emotional Intelligence

Direction: Please answer each statement below by checking the columns

that best reflects your degree of agreement or disagreement with each

statement. There are no wrong or right answers, answer them honestly

and carefully. Please refer to the legend below on your state of agreement

or disagreement.

5-Strongly Agree

4-Agree

3-Undecided

2- Disagree

1-Strongly Disagree

Statements 5 4 3 2 1
Self Awareness
1. I realize immediately when I lose my temper.
 45

2. I know when I am happy.

3. I usually recognized when I am stressed.
4. When I am being emotional I am aware of this.
5. When I feel anxious, I usually account for the reasons.
6. Awareness of my emotions is very important to me at all
times.
Self-Regulation
7. I can reframe bad situations quickly.
8. Others can rarely tell what kind of mood I am in.
9. I rarely “fly off the handle” of other people.
10. I rarely worry about work or life in general.
11. I do not let stressful situations/people affect me once I
have left work.
12. I can supress my emotions when I need to.
Motivation
13. I believe in “Actions this day”.
14. I usually able to prioritize important work and get on
with them.
15. I can always motivate myself when I feel low.
16. I always meet deadlines
17. I never waste time.
18. Motivation has been the key to my success
Empathy
19. Reasons for disagreement are always clear to me.
20. I can sometimes see things from others points of view.
21. I can understand why my actions offend others.
22. I can understand if I am being unreasonable.
23. Other individuals are not difficult just different.
24. I am a good listener.
Social Skill
25. I am good with reconciling differences with other people
26. I see working with different people as simply a
challenge to
win over them.
27. I like to ask questions to find out what is important to
people.
 46

28. People are the most interesting thing for me.

29. I am good at adapting and mixing with a variety of
people.
30. I can tell if a team of people are not getting along with
each
Other

QUESTIONNAIRE ON TEACHERS’ WORK PRODUCTIVITY

Part III: Questionnaire on Teachers’ Work Productivity

Direction: Please answer each statement below by checking the columns

that best reflects your degree of agreement or disagreement with each

statement. There are no wrong or right answers, answer them honestly

and carefully. Please refer to the legend below on your state of

agreement

or disagreement.

5-Strongly Agree

4-Agree

3-Undecided

2- Disagree

1-Strongly Disagree

Statements 5 4 3 2 1
1. I accomplish tasks quickly and efficiently
2. I have high standard of task accomplishment
3. My work outcome is of high quality
4. I always beat our team target.
5. I can manage my time and allocate resources
effectively
6. I fee empowered to make decisions that affect my
productivity.
7. I am timely with my assignments and targets
 47

8. I have the resources and tools perform my duties

effectively
9. I receive my timely feedback that helps me improve
my performance
10. I have clear goals and priorities that guide my work.
11. I feel well-supported by my colleagues.
12. I have the flexibility to work in a way that best suits
my need and preferences.
13. I enjoy the work I do and feel a sense of purpose in
everything I do.
14. I feel like my contribution make difference in the
organization.
15. I feel confident in my abilities and abilities to learn
new skills.
16. I have a positive mindset and approach my work
with enthusiasm and energy.
17. I am able to manage stress and handle challenging
situations effectively.
18. I have the necessary work balance to maintain my
productivity and well-being.
19. I consistently meet or exceed my performance
goals.
20. I effectively manage my time and optimize my
productivity.
21. I am proactive in seeking ways to improve my work
efficiency.
22. I am able to maintain a high level of concentration
during my work.
23. I collaborate well with colleagues to achieve
collective productivity goals.
24. I consistently produce I high quality work product.
25. I am able to manage and handle work related stress
in a productive manner.
26. I actively participate in continuous learning and
development activities to enhance my productivity.
27. I am motivated and engaged in my work which
 48

positively impacts my productivity.

28. I am given sufficient autonomy and flexibility to
manage my work and productivity effectively.
29. I have opportunities to learn and grow in my role,
including professional development, training, and
mentorship.
30. I have access to a supportive workplace culture and
values, diversity, inclusion and equity and provides
opportunities for growth and development
49