Emotional Intelligence and Work Stress Among Teachers at the Senior High School Department in a University
Keywords:
Emotional Intelligence, Work Stress, Teachers, Senior High School, Role Overload, Demographic Factors, UC-METCAbstract
This study examined the relationship between emotional intelligence (EI) and work stress among 37 Senior High School teachers at the University of Cebu-Maritime Education Training Center (SY 2022-2023). Using validated instruments (Emotional Competence Profiler, Occupational Roles Questionnaire), quantitative analysis assessed EI across seven dimensions and work stress across six domains. Results indicated "Very Good" overall EI levels among teachers, with Interpersonal Relations scoring highest. Work stress was moderate overall, though Role Overload emerged as the most significant stressor. Demographic factors (age, sex, civil status, education, experience, employment status) significantly correlated with both EI and stress levels. However, no significant correlation was found between overall EI and work stress. Significant variance existed across EI and stress dimensions. The findings suggest demographic variables influence stress more than EI in this context, highlighting the need for targeted administrative support.
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