Bringing the Background to the Foreground: How Does Emotional Competence Look Like Vis-A-Vis Classroom Management Process (Published)
Classrooms are not only intellectual spaces but also avenues in which social and emotional interactions occur. Filled at different times with enjoyment, fun, and excitement, these can also be filled with anger, fear, and boredom. This paper explores the relationship between emotional competence and classroom management process as perceived by 50 third year BSEd student participants in the Education program, Bulacan State University during the first semester of the school year 2014-2015. A descriptive-survey method was utilized; Pearson r was used to determine the relationship between emotional competence and classroom management process. Data were treated using the SPSS; findings were summarized; then conclusions and recommendations were offered
The Relationship of Emotional Intelligence and Classroom Management of STE Science Teachers in Pangasinan (Published)
This study aimed to determine the emotional intelligence (EI) and classroom management approach of the STE science teachers in Pangasinan and the relation of the two variables. This study used descriptive- correlational, using a questionnaire. Total enumeration was utilized with 63 STE science teachers as respondents. Results revealed that EI of the STE science teachers has WM= 119.0 and SD= 13.39, further for the distribution of EI 60.3% has an average EI, 34.9% has above average EI and 4.8% has below average EI with SD= 0.56. Their classroom management approach, 69.8% employ student-centered approach while 30.2% of them use teacher-centered approach with SD= 0.46. Point bi-serial score yielded (rpb= 0.10, p= 0.45). There is no significant relationship between the two variables. Conclusions include: great majority of STE science teachers are performing fairly and utilizing student-centered approach and their classroom management approach is not affected by their EI and vice versa.