Teaching is widely regarded as
an emotionally demanding profession, where educators frequently navigate high
work-related stress and various adversities within the school environment. A
study published in the Journal of Educational Analytics (JEDA) in May
2026 by Nestle C. Marco and Dr. Edward C. Jimenez examined the influence of
emotional intelligence (EI) and occupational stress on the productivity of
public elementary school teachers in the Bocaue District, Philippines. The
findings offer novel insights into how these factors interplay to shape
instructional performance.
Context and
Methodology
Public school teachers in the
Philippines face significant stress from heavy teaching loads, extracurricular
duties, and challenging working conditions, which can lead to exhaustion and
reduced personal accomplishment. This research utilized a descriptive-correlational
design with regression analysis, involving 261 teacher-respondents. The study
sought to determine how EI and occupational stress influence
productivity—defined by tasks such as lesson planning, instructional delivery,
and classroom management.
Key Findings
The researchers
identified several significant trends regarding teacher well-being and
performance:
- · Emotional Intelligence (EI): Teachers exhibited a high level of overall emotional intelligence, with strong competencies in self-awareness (M=4.40) and self-motivation (M=4.23).
- · Occupational Stress: Teachers reported moderate levels of occupational stress (M=3.94), with working conditions (such as administrative paperwork and noisy teaching environments) being the most prominent stressor (M=4.37) compared to curricular or classroom management stress.
- · Productivity: Despite the challenges faced, teachers rated themselves as "Highly Productive" in their core instructional duties (M=3.69).
·
Regression Results:
o EI was found to have a statistically significant, yet negative,
influence on productivity (B=-0.313, p=.027), suggesting that highly emotionally
intelligent teachers may invest considerable energy in social and emotional
dynamics that are not fully captured by traditional productivity metrics.
Occupational stress showed no statistically significant influence
on teachers' productivity (B=-0.041, p=.098), indicating a high degree of resilience
and professional commitment that allows teachers to maintain performance even
under pressure.
Implications
The negative relationship
between EI and traditional productivity metrics suggests that the work of
managing interpersonal relationships and student emotional needs is a valuable,
yet often unmeasured, aspect of teaching. The study emphasizes that teachers
are remarkably resilient, capable of sustaining high performance despite
moderate stress. The authors recommend that schools support holistic educator
contributions by improving working conditions—specifically by reducing
administrative burdens and ensuring conducive physical learning environments—to
foster sustainable educational progress.
Author Profiles:
- Nestle C. Marco: La Consolacion University Philippines.
- Dr. Edward C. Jimenez: La Consolacion University Philippines.
Source:
Marco, N. C., & Jimenez, E. C. (2026). Emotional Intelligence and Occupational Stress: Its Influence on Teacher's Productivity. Journal of Educational Analytics (JEDA), 5(2), 427-446.
DOI: https://doi.org/10.55927/jeda.v5i2.4
URL: https://journaljeda.my.id/index.php/jeda
0 Komentar