EMOTIONAL INTELLIGENCE AND SOCIAL COMPETENCE OF TEACHERS IN THE POST PANDEMIC: AN ANALYSIS

ABSTRACT

The COVID-19 pandemic creates many challenges to educational communities; the Department of Education assured that teachers are emotionally and socially competent by delivering various programs and activities to empower teachers during this time of uncertainty. This action research aimed to determine the level of emotional and social competence of teachers in Balesin Integrated School, Polillo, Quezon-Philippines in the post pandemic and propose an intervention scheme. This study used a complete enumeration, employing the descriptive-quantitative method. The results revealed that the teachers are emotionally and socially competent to perform their duties and responsibilities in the midst of pandemic. The emotional intelligence is verbally expressed as “Moderately High Level of Competence” reflected in the overall mean score of 3.50. Meanwhile, the social competence of teachers is verbally expressed as “High Level of Competence” as indicated by the overall mean of 4.31, showing substantial moderate correlations with the teachers’ emotional intelligence. However, among the 10 indicators of emotional intelligence the statement, I see the positive in people, situations, and events more often than the negative” and “I seek to improve myself by setting measurable and challenging goals” seemed to have received the lowest mean score of 3.41 which was verbally interpreted as “Moderately High Level of Competence”. Analysis of data revealed that 60% of the teacher-respondents exhibited average level of ability to foster long-term learning or development of others by giving feedback and support in this time of crisis. On the other hand, the statement, “I have difficulty adapting to uncertain and changing conditions due to COVID-19” under social competence showed considerably “Low Level of Competence”. Analysis of data revealed that 70% of the teacher-respondents failed to exhibit flexibility in handling change, juggling multiple demands and adapting new trends or approaches. With these significant findings, the researcher strongly suggests that teachers may utilize the intervention program proposed in this paper, which was designed to address the prevailing emotional and social experiences of teachers.

Keywords:  Post pandemic and the teachers, Department of Education, Emotional Intelligence, Social Competence, Intervention Scheme

INTRODUCTION

Republic Act 10533 known as the Enhanced Basic Education Act of 2013 which states that “the State shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people, the country, and society-at-large. Hence, teachers play a vital role in realizing these provisions to provide quality education for all (EFA-PPA, 2015). 

In consonance with this statement, DepEd Order No. 42, series of 2017 otherwise known as the National Adoption and Implementation of the Philippine Professional Standards for Teachers which states that "Teachers play a crucial role in nation-building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21st-century skills, and able to propel the country to development and progress" Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation-building. 

In a separate statement, UNESCO (2020), stated that teachers have been vital to ensure learning continues through distance learning. They further stated that teachers, school leaders and education support staff will continue to play roles in creating safe learning spaces, adjusting curricula and assessment, and supporting marginalized learners. In addition, the Teacher Task Force, UNESCO and the International Labour Organization highlighted the importance of psychological and social-emotional well-being of teachers and education support staff before and during the opening of classes. In a recent report, the World Health Organization recognized that a person’s mental and psychosocial well-being is also an equally important part of staying safe and healthy during the COVID-19 pandemic. However, these provisions in the 21st-century education seem to be challenged since most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic. (UNESCO, 2020) 

Ozamiz, Berasategi, Idoiaga and Dosil (2021) conducted a study entitled, “The Psychological State of Teachers During the COVID-19 Crisis; The Challenge of Returning to Face-to-Face Teaching revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. On the other hand, in the latest study of Smith and Lim (2020), they found out that teachers since the beginning of the pandemic have led to significant changes in social relationships, which, for many people, have created feelings of isolation and loneliness. 

Furthermore, recent researches have pointed out that during lockdown, teachers have suffered stress from having to adapt (in record time) in order to provide online classes (Besser et al., 2020). Similarly, a recent Arab study has indicated that this has caused teachers to suffer problems that are often related to a pandemic situation, such as anxiety, depression, domestic violence, and divorce, all of which restrict their ability to teach properly (Al Lily et al., 2020). Moreover, another study conducted in March in China showed that the prevalence of stress symptoms in teachers was 9.1% and that it was important to support them psychologically (Zhou and Yao, 2020) 

Clark, T. R. (2020) in his article entitled, “5 Tips for Leading with Emotional Intelligence Now” stated that the coronavirus pandemic is proving to be the greatest test of emotional intelligence in a generation of leaders nowadays. He stressed that emotional intelligence and social competence are learnable skills and can be test in a performance environment. In a news report interview, DepEd Secretary Leonor Briones confirmed that one student committed suicide due to COVID. Briones said in Filipino during the taped televised meeting with President Rodrigo Duterte (Aguilar, 2020).She emphasized the need to safeguard the mental health of teachers in order to improve the quality of teaching and the mental health of students. 

Considering the effects of the pandemic, the researcher deemed it necessary to conduct a study to determine the level of of emotional intelligence and social competence of teachers in Balesin Integrated School in the post pandemic and provide appropriate intervention scheme.

Statement of the Problem 

This action research aimed to determine the level of emotional intelligence and social competence of teachers in the post pandemic in Balesin Integrated School and propose an intervention scheme. Specifically, this action research sought to answer the following specific questions: 

1. What is the level of emotional intelligence of teachers in the post pandemic?

2. What is the level of social competence of teachers in the post pandemic time?

3. Is there a significant correlation between the teachers’ emotional intelligence and social competence in the post pandemic?

4. What intervention scheme may be designed to address the problems based on the findings of this study?

Objectives of the Study 

This action research aimed to determine the level of emotional intelligence and social competence of teachers in the post pandemic in Balesin Integrated School and propose an intervention scheme that may be utilized by the teachers to address the prevailing situations.

Importance of the Study           

This research is significant because it seeks to understand the level of emotional intelligence and social competence of Balesin Integrated School teachers utilizing researcher-made questionnaire. The identification of specific emotional and social competencies that most heavily influence teachers’ effectiveness in the workplace that would contribute to research in the new normal setting in education. 

In addition, this study provides perspective of effective leadership that will (1) deepen the understanding of teachers’ emotional and social competence and its impact to school setting; (2) provide a comparative context of practices among schools in the district; (3) provide evidence from the data collected that can serve as reference for future career development for teachers; and (4) continue the global dialogue on the critical nature of effective delivery of learning modality in the 21^st century.

METHODOLOGY

Local and Time of the Study 

This study was conducted in Balesin Integrated School, Barangay Balesin Polillo, Quezon-Philippines. The researcher used this locale because it is the school where he teaches. The respondents of this study includes the nine (9) elementary teachers and eleven (11) secondary teachers. It was conducted during the School Year 2021-2022 in the post pandemic time. 

Data Collection 

Prior to the gathering of relevant data, the researcher sought first the permission of his school head before he distributed the researcher-made questionnaire reviewed and validated by registered psychologist and psychometrician. After securing all the necessary permits and following the health and safety protocols, the researcher personally handed the questionnaire to each respondent. The data gathered were treated using statistical tools. 

Data Analysis 

Significant data were collected using the researcher-made questionnaire validated through the collaboration of 3 registered psychometrician. The following statistical treatment were utilized to interpret the data gathered: 

1. Pearson Product Moment Correlation (Pearson r).This was used to test the reliability and validity of the survey instrument. Also, this was used in determining the relationship between the teachers' emotional intelligence and social competence in the time of COVID-19 pandemic. This Pearson r finds the degree of association of two sets of variables.

The formula is:

rxy=                  NΣXY-(ΣX)(ΣY)

__________________________

√ [NΣX² – (ΣX) ²] [NΣY²-(ΣY) ²]

Where: rxy= correlation between X and Y

X = sum of test X

Y = sum of test Y

XY = sum of the product of X and Y

N = number of cases

X² = sum of squared X scores

Y² = sum of squared Y scores

2. Weighted Mean. This was used in analyzing the level of the teachers’ emotional and social competence in the time of COVID-19 pandemic. This is an average calculated by taking into account not only the frequencies of the values of a variable but also another factor such as the variance, the formula is:

WM =   Σ x         

          _______                            

             N 

Where: 

WM = Weighted Mean 

Σ x = summation of weighted frequencies 

N = number of cases

To interpret the results of the teachers’ level of competence of emotional and social intelligence during the COVID-19 pandemic, the scale below was used:

The researcher hypothesized that there is no significant difference between the emotional  Intelligence and social competence of teachers in the time of COVID-19 pandemic.

RESULTS AND DISCUSSIONS

This chapter covers the results and discussion about the emotional intelligence and social competence of teachers in Balesin Integrated in the time of COVID-19 pandemic as well as the proposed Intervention Scheme. The order of the discussion followed the arrangement of the Specific Questions in Chapter 1. 

Specific Question No.1 What is the level of competence of emotional intelligence of teachers in Balesin Integrated School in the post pandemic time?   

Table 1.Teacher’s Level of Emotional Intelligence

Table 1 presents the weighted means, verbal interpretations, and ranks on the level of emotional intelligence of teachers in the time of COVID-19 pandemic. As shown above, all ten categories had verbal interpretations as “Moderately High Level of Competence”. “I act appropriately even in emotionally charged situations” ranked 1 with a weighted mean of 3.85. Followed by “I provide feedback others find helpful for their development” with a verbal description of “Moderately High Level of Competence” and received a weighted mean of 3.70. Ranked 3 “I convince others by developing behind-the-scene support” received a weighted mean of 3.46 and had a verbal interpretation of “Moderately High Level of Competence”. “I understand others by listening attentively” ranked 4 with a verbal interpretations of “Moderately High Level of Competence”. “I try to resolve conflicts by openly talking about disagreements with those involved” ranked 5 with weighted mean of 3.44 and had a verbal interpretations of “Moderately High Level of Competence”. Meanwhile, the statements, “I understand others’ perspective when they are different from my own perspective”, “I adapt to shifting priorities and rapid change”, and “I work well in teams by being respectful of others” both received a weighted means of 3.42 and had a verbal interpretations of “Moderately High Level of Competence”. Ranked 9.5 were “I seek to improve myself by setting measurable and challenging goals” and “I see the positive in people, situations, and events more often than the negative” with a verbal interpretations of “Moderately High Level of Competence” and received a weighted mean of 3.41. 

As revealed, all the indicators were interpreted as “Moderately High Level of Competence”. It would appear that despite this pandemic, teachers are always emotionally competent while performing their duties and responsibilities in and out of the station. Department of Education Secretary Leonor Magtolis Briones prompted the DepEd to further strengthen its psychosocial support program for students and teachers by partnering with the Psychological Association of the Philippines in times of COVID-19 pandemic. Teacher’s Dignity Coalition Chairperson, Benjo Basas claimed that despite this time of global crisis, teachers ensured that learning delivery is not interrupted. He also called for the safety of school personnel as they are patiently doing their tasks. 

As a whole, the emotional intelligence of teachers in the time of COVID-19 pandemic is verbally interpreted as “Moderately High Level of Competence” as reflected by the overall mean of 3.50. This means that these teachers are always emotionally competent to perform their tasks despite the COVID-19 pandemic.

Specific Question No.2 What is the level of social competence of teachers in the post pandemic time? 

Table 2. Teacher’s Level of Social Competence

Table 2 presents the weighted means, verbal interpretations, and ranks on the level of social competence of teachers in the time of COVID-19 pandemic. As shown above, two (2) out of ten categories, stand out as strong predictors of social competence. They were “I work well in teams by encouraging cooperation among teachers” and “I try to resolve conflicts among teachers brought about by problems on the opening of School Year 2020- 2021” garnered a rank 1.5 with a weighted mean of 5.00 and had a verbal interpretation of “High Level of Competence”. Ranked 3 had a weighted mean of 4.90 which is “I adapt overall strategy, goals, or projects to fit the situation” with verbal interpretation of “High Level of Competence”. I adapt by applying standard health procedures and protocols flexibly” ranked 4 with a weighted mean of 4.70. A weighted mean of 4.60 ranked 5 which were “I work well in teams by being supportive to others”. Ranked 6 is “I convince my co-teachers by getting support from key people” had a weighted mean of 4.55 and with verbal interpretation of “High Level of Competence”.  Ranked 8 were “I cooperate with other teachers to address school-related concerns in the new normal system of education” and “I initiate actions to improve my performance despite of the challenges brought by pandemic” both received a weighted mean of 4.0 and had a verbal interpretation of “Moderately High Level of Competence”. Ranked 10 which were “I have difficulty adapting to uncertain and changing conditions due to COVID-19” resulted as the least indicator of social competence with a weighted mean of 2.35 and had a verbal interpretation of “Low Level of Competence”. 

As disclosed, all the indicators were interpreted as “High Level of Competence” except to the “I have difficulty adapting to uncertain and changing conditions due to COVID-19” which was verbally interpreted as “Low Level of Competence”. It would appear that 70% of the teacher-respondents failed to exhibit flexibility in handling change, juggling multiple demands and adapting new trends or approaches for indicator No. 1 under social competence. This would also mean that majority of the teacher-respondents showed inability to cope with the prevailing situations due to obstacles and setbacks brought about by COVID-19 pandemic. The purpose of investing in emotional and social competence is to enable employees to be more effective, engaged, and satisfied, and to equip leaders to maintain this experience for their team member (Korn Ferry Hay Group Research Guide and Technical Manual 2018, p. 26.)

Specific Question No.3 Is there a significant difference between the teachers’ emotional intelligence and social competence in the post-pandemic time?   

Table 3. Correlations between emotional intelligence and social competence of teachers

Scale: Range of Values ± 0.90−1.00 Very high correlation; very dependable relationship ± 0.70−0.89 High correlation; marked relationship ± 0.40−0.69 Moderate correlation; substantial relationship ± 0.20−0.39 Low correlation; definite but small relationship Less than ± 0.20 Negligible correlation

The computed coefficient of correlation or r-value was 0.50 which signified a considerable moderate correlation. Therefore, the emotional intelligence of teachers registered a relationship with their social competence. Hence, the findings rejected the null hypothesis. This only means that there is a substantial significant relationship between the emotional intelligence and social competence of teachers in Balesin Integrated School. 

This findings was supported by Korn Ferry Hay Group (2018) stating that emotional intelligence and social competence relationships with performance, engagement, effectiveness, and other outcomes clearly make a difference in work and educational settings.

Specific Question No.4 What intervention scheme may be designed to address the problems based on the findings of this study?        

The proposed Intervention Scheme in this paper was inspired from DepEd Order No. 42, series of 2017 otherwise known as the National Adoption and Implementation of the Philippine Professional Standards for Teachers which states that “Teachers play a crucial role in nation-building. Through quality teachers, the Philippine can develop holistic learners who are steeped in values, equipped with 21stcentury skills, and able to propel the country to development and progress" Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation-building. 

After thorough assessment of the teacher’s level of emotional intelligence and social competence, the intervention program has been designed. Finally, the successful implementation of this intervention scheme needs the strong cooperation and support of all school personnel as well as parents and stakeholders especially in this time of COVID-19 pandemic.

Table 4. Proposed Intervention Scheme

CONCLUSIONS

 Based from the aforementioned findings, the following conclusions were drawn: 

1. Teachers in Balesin Integrated School possessed a moderately high level of emotional intelligence and social competence as they claimed that they were always emotionally and socially prepared to perform their duties and responsibilities under the new normal due to the COVID-19 pandemic.

2. Of the 10 indicators of emotional intelligence, “I see the positive in people, situations, and events more often than the negative” and “I seek to improve myself by setting measurable and challenging goals” standout as the least indicators while among the 10 indicators of social competence the statement “I have difficulty adapting to uncertain and changing conditions due to COVID-19 pandemic” indicates low level of competence. This analysis leads to the fact that teachers had low adaptability to the prevailing situations brought about by the pandemic. Also, needs to be coached and mentored by competent school heads and other professionals in the field of education.

3. The teachers emotional and social competence registered a significant positive correlations as reflected in the computed coefficient correlation or r-value of 0.50.  Hence, the findings rejected the null hypothesis. Therefore, as emotional intelligence of the teachers develop through time, they become socially competent and ready to face the challenges brought about by pandemic.

RECOMMENDATION

 In light of the aforementioned findings and conclusions, the following were hereby recommended: 

1. The study recommended that training and development for teachers in the post pandemic should incorporate development on areas that target emotional and social competence focusing on the development of the competencies of teachers. The proposed intervention program in this paper can be utilized as reference to address the problems of teachers.

2. Emotional and social competence alone is insufficient to increase job performance, thus, this study recommend that human resource personnel should invest in strengthening the conditions for engagement in order to strengthen their employees’ capacity to engage positively in their work and organizations.

3. The school head may tap and maximize the expertise of registered guidance counsellors in training and developing the teacher’s psychosocial attributes. In addition, the school leaders, together with registered guidance counsellors may schedule the conduct of Learning Action Cells (LAC) sessions with emphasis teachers’ development of competencies such as emotional self-control, positive outlook, adaptability, influence, coach and mentor, conflict management, and teamwork.

4. For the future researchers, they could replicate this study and conduct further studies utilizing other respondents from big schools.

• ACKNOWLEDGMENT 

There are so many individuals who deserve acknowledgment. Without the encouragement of Mrs. Josefina B. Armada, retired Head Teacher III,  Public Schools District Supervisor of Polillo district, Leonora T. Mopera, EdD and Carmela Ezcel Orogo, Education Program Supervisor-Science, this journey would not have begun. Deep gratitude and respect is extended to Roselyn F. Panopio, registered psychometrician who unselfishly rendered help for the validation of research instrument. Also, this piece of work is dedicated to my family and fraternal twins Gohan and Casey for being the researcher’s inspiration. Above all, our Almighty God for giving the researcher the wisdom and strength to carry all the challenges especially in this time of global crisis.