EMOTIONAL INTELLIGENCE AND SOCIAL BEHAVIOR OF BTVTED
PRE-SERVICE TEACHERS AT TECHNOLOGICAL UNIVERSITY OF THE
PHILIPPINES-MANILA
A Research
Presented to the
Faculty of the College of Industrial Education
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Manila Campus
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION
Major in Food Service Management
Mark Angelo Kristian Q. Adan
Indaylyn L. Baccay
Aliana L. Bahao
Ma. Theresa V. Mallo
Jesselle S. Olden
February 2023
TABLE OF CONTENTS
List of Tables
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List of Figures
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Abstract
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III
Acknowledgement .
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Statement of the problem .
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Significance of the study
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Scope and Delimitation
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Chapter 1- Introduction
Introduction .
Background of the study
Chapter II- Review of Related of Literature
Theoretical Framework
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Conceptual Framework
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Hypothesis
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Definition of Terms .
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Population and Sample
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Research Instrument
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Ethical Considerations
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Data Gathering Procedure .
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Statistical Treatment
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Reference
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Chapter III- Methodology
Research Design
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Appendices A
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Appendices B
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Appendices C
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Appendices D
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Appendices E
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Appendices F
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ACKNOWLEDGEMENT
The authors are extremely grateful to GOD ALMIGHTY because this
study would not have been possible without his grace, guidance, and blessings.
For providing us with wisdom and understanding as we explored things, for
assisting us in overcoming all of the challenges that we encountered and for
providing us with hope and determination to pursue this study.
Immeasurable thanks and gratitude are extended to the following
individuals for their assistance and support in making this study possible in any
way.
To Professor Honeylette Robles, we would like to thank you for being
our thesis adviser. For her unwavering support of our research, her patience,
motivation, excitement, and vast knowledge. Her guidance was invaluable during
the research and writing of this thesis. Also, thanks to Ms. Rosalyn Maglasang
for helping us find a thesis adviser. It was a great privilege and honor to work and
study under their guidance.
To the validators of thesis survey questionnaires, Dr. Socorro Bulic and
Dr. Kevien C. Dela Cruz, we are deeply grateful for correcting the grammar and
making suggestions for the improvement of our study, and her dynamism, vision,
sincerity, and motivation have deeply inspired.
Our sincere gratitude also goes to our thesis panelists, Dr. Weston De Asis, Mr.
Ronnel Arbutante, and Mr. Justin Kylo-Marc Orpia, for their patience,
motivation, enthusiasm, and extensive knowledge. Their guidance helped us in
all phases of thesis writing. We couldn't have imagined having better panelists
and mentors at the same time for our study.
To the researchers' loving parents for their moral support, financial
assistance, and spiritual guidance on every paththe researchers take, I would like
to give special thanks to the Baccay family for letting us stay in their home and
for their continuous support and understanding when undertaking our thesis
writing. Finally, to our parents, we express our deep gratitude for their love,
prayers, care, and sacrifice in educating and preparing us for our future. Also, we
express our gratitude to our friends, co-teachers outside, and participants who
respond to our survey. Besides our course facilitator, Ms. Reinze Vito, for her
encouragement, insightful comments, and hard questions.
1
Chapter 1
INTRODUCTION
Emotional Intelligence matters just how Intelligence Quotient matters. As
defined by Segal, Ph.D. et al., (2023), that emotional Intelligence is the ability to
understand, use and manage your own emotions in positive ways to relieve
stress, communicate effectively, empathize with others, overcome challenges,
and defuse conflict. Based on the research of Turner and Stough (2019), the
current literature shows that emotional intelligence (EI) plays a significant role in
teacher
effectiveness.
Emotional
Intelligence
helps
to
build
stronger
relationships, succeed at school and work, and achieve career and personal
goals.Also, to connect with your feelings, turn intention into action, and make
informed decisions. Additionally, people who are academically brilliant and yet
are socially inept and unsuccessful at work or in their personal relationships as
(EI) affects performance at school or work, physical health and mental health.
On the other hand, in the article released by Staff (2022), stated that
social behavior is the way an individual interacts, communicates and answers the
environment in relation to survival and subjective intentions. As well as social
behavior is transactional, when one tries to connect with someone or deal with a
situation, there will always be a response - favorable and workable or the other
way round. Regardless, these responses affect the way people deal with the
circumstances and the people involved. From the research of Majid (2017),
stated in her research that humans compare others behavior relative to social
2
norms and regulate their own behavior by means of social control. She added
that unacceptable or antisocial behavior comprises those activities which
interrupt the learning process at the educational setting and create difficulties for
both teacher and peers. In addition, they say that social behavior comprises the
skills that are useful in dealing with peers or adults. “So people accept others'
behavior by evaluating them in relation to the social norms. The present study
was designed to determine and assess the relationship between emotional
intelligence and social behavior of Bachelor of Technical-Vocational Teacher
Education
Pre-Service
Students
at
Technological
University
of
the
Philippines-Manila.
Background of the Study
According to Sandy (2020), an effective teacher must be a leader who can
inspire and influence students through expert and referent power but never
coercive power. He added that, effective teacher exemplifies what Maxine Green
calls a stranger by keeping students at a healthy emotional distance. Along with
that, Schoeps et al., (2019), stated that education quality and its improvement
have always been an acute issue. Meantime, emotional intelligence was often
neglected as an individual quality. It is not surprising though because the study of
emotional intelligence is relatively recent in psychology. It is defined that
emotional intelligence is the ability to manage both your own emotion and
understand emotions of people around you (mhanational.org, n.d.). In Daniel
Goleman’s theory of “emotional intelligence”, there are four general attributes
outlined;
self
awareness,
self
management,
social
awareness,
and
3
social/relationship management. Incline with that, Premuzic and Yearsley (2017),
list down the downsides of being very emotionally intelligent which are lower
levels of creativity and innovation potential, difficulty giving and receiving
negative feedback, reluctance to ruffle people’s feathers, ability to manipulate
others, and aversion to risk. In fact, in a research study of Vesely-Maillefer
(2017), Chan stated that, it is confirmed and well documented that a large
number of teachers have difficulty coping with work related stress resulting from
the emotional demands of their profession, leading to job dissatisfaction, mental
health problems, and ultimately leaving the profession.
Social Behavior defined as interactions among individuals that are usually
to one or more of the individuals (Davis, 2018). Inclined to this, the emotional
intelligence and social behavior of Pre-Service teachers are pivotal to how they
act towards their students, colleagues, a cooperative professor, and within the
school as one's social behavior impacts, not only the way other people respond
to the current situation, but also their future decisions (Staff, 2022).
To address this problem, the researchers will assess the relationship
between emotional intelligence and social behavior of Pre-Service teachers.
Beyond everything, to help Technological University of the Philippines-Manila
BTVTED students attain teaching excellence, increase emotional intelligence and
foster positive social behavior.
4
Statement of the problem
The goal of this study is to assess the relationship between Emotional
Intelligence and Social Behavior of Bachelor of Technical-Vocational Teacher
Education Pre-Service teachers at Technological University of the Philippines.
Also, it aims to answer the following questions;
1. What
is
the
level
of
Emotional
Intelligence
of
Bachelor
of
Technical-Vocational Teacher Education Students?
2. What is the rating of Social Behavior of Bachelor of Technical-Vocational
Teacher Education Pre-Service teachers?
3. Is there a significant relationship between Emotional Intelligence and
Social Behavior of Bachelor of Technical-Vocational Teacher Education
Pre-Service teachers?
Significance of the Study
The researchers will conduct this study to assess the relationship between
Emotional Intelligence and Social Behavior of Bachelor of Technical-Vocational
Teacher Education
Pre-Service teachers at Technological University of the
Philippines-Manila.
The study will be beneficial to the following;
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College of Industrial Education
The result of this study will help the College of Industrial Education to
deeply understand the relationship between emotional intelligence and social
behavior of Pre-Service teachers. In order to raise awareness and take action on
ways to help increase Pre-Service teachers emotional intelligence and social
behavior
BTVTED Student Teachers
After determining the result of this study, this may enable them to
understand the importance of handling emotional intelligence, the impacts and its
value on social behavior. This may help them to be successful in teaching and
promote to their students academic achievements
Future Researchers
This study will help future researchers to gain information and knowledge
from its result and to continue the movement of finding the solution that has been
made to enhance emotional intelligence and social behavior of
Pre-Service
teachers in the College of Industrial Education.
Scope and Delimitations
The research study primarily focused on the relationship between
Emotional Intelligence of BTVTED Pre-Service Teachers and their Social
Behavior.
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It will only include the four attributes in emotional intelligence of the
respondents which are self-awareness, self management, social awareness and
social/relationship management. Apart from this, social behavior will be included.
The respondents will be only limited to 4th year students who are in
pre-service teaching at Technological University of the Philippines-Manila. It will
be conducted to 166. Using a stratified sampling technique that divides the
sample into homogeneous groups. In this study, respondents identify these group
strata as a typical technique employed by researchers since it enables them to
obtain a sample that best represents the whole community under study, ensuring
that each subgroup of interest is represented.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies after an in-depth
search done by the researchers to have supported the existing study. However,
the related literature cited will focus only on the studies and theories of the
variables in this study. This also presents the theoretical and conceptual
framework to fully understand the research to be done and lastly the definition of
terms for better comprehension of this study.
EMOTIONAL INTELLIGENCE OF PRE-SERVICE TEACHERS
According to Rani (2018), Emotional Intelligence is defined as the abilities
to perceive, appraise, and express emotions accurately and appropriately, to use
emotions to facilitate thinking, to understand and analyze emotions, to use
emotional knowledge effectively, and to regulate one’s emotions to promote both
emotional and intellectual growth. In research from Bankira, Baral, and Meher
(2021), Tgayi and Goutam (2017) stated that psychologists Mayer and Salovey
coined and used the term “Emotional Intelligence” and defined it as the capacity
or ability of an individual for perceiving,processing, knowing and regulating
emotional information accurately in an effective manner Intra and inter abilities to
guide to one’s thinking to make certain changes in others. Additionally, Koutsu et
al., (2017), stated that the study of emotional intelligence as a part of future
teachers’ preparation is significant in view of its direct impact on the health,
relationships, and work and/or academic success of students. Additionally, Chen
8
et al., (2021) stated that, teacher emotions not only affect teachers themselves
but also have an impact on their students. He added that the pre-service
teachers have the dual identities of students and future teachers, and the
cultivation of their teaching practice ability has always been an important topic
and key link in normal universities. Moreover, Based on the study of Gambari,
Yusuf, and Yusuf (2018), cited that, Singaravelu (2017), studied emotional
intelligence of student teachers (pre-service) at primary level in Urdu region and
found that emotional intelligence of student teachers was above average as the
mean and standard deviation were found to be 33.46 and 946 respectively. It was
observed that 68% of the student teachers had above average level of emotional
intelligence. Based on findings, the result from research question one indicated
that 50.8% of student-teachers had high emotional intelligence while 48.2% had
medium emotional intelligence (Gambari, Yusuf, & Yusuf, 2018). Inclined with
that, a person with high emotional intelligence knows how to build effective
communication and friendly relationships with other people (Cabello, Sorrel,
Fernández-Pinto, Extremera, & Fernández-Berrocal, 2017).
Currently, teaching is highly associated with negative feelings and poor
experiences coming from undisciplined activities that result in stress (Brackett,
Palomera, Mojasa, Reyes, & Solovey, 2018). Hence, unreasonable job demands
and stressful working conditions can contribute to low job satisfaction and
well-being, low levels of commitment, and burnout (OECD, 2018, & TALIS, 2019:
Teachers and School Leaders as Lifelong Learners). Moreover, contemporary
education systems operate within a climate of increasing teacher shortages, high
9
turnover, and low profession satisfaction. Thus, there are high amounts of stress
associated with the educational process, and all the disruptive classroom
activities place teachers in difficult emotional situations. Typically, teachers are
held accountable for implementing SEL in schools, but they receive limited
assistance and resources to execute SEL programs (Jones, Bouffard &
Weissbourd, 2018). Global educational institutions continue to believe that
teachers should prioritize the cognitive and academic skill development of their
students (Garcia, 2018).
Based on training teachers in emotional intelligence (2021), a systematic
review on EI and burnout in teachers shows promising results for the reduction of
this psychosocial problem through training in emotional skills. Furthermore,
Schoeps et al. (2019) found that teacher emotional competence training
contributes to the prevention of burnout. Despite the presence of strategies to
foster and improve teachers' EI, education typically disregards their actual
implementation in the development of pre-service teachers. Diverse studies
demonstrate the significance of including emotional components in the content of
training programs, particularly those of an educational nature, for the
development of teachers' emotional competencies.
On the basis of this, a new paradigm of training for pre-service teachers is
urgently required. With a rigorous activity, teachers must have the means to
enhance their emotional intelligence. It is not sufficient to know the curriculum to
be a teacher; one must also possess talents and emotional capacities. However,
teacher education does not emphasize the cultivation of emotional abilities.
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Moreover, studies from the World Economic Forum (World Economic Forum,
2017) indicate that EI, persuasion, negotiation, and cooperation with people will
have a stronger impact on higher education training than scientific and technical
skills. However, the professional development of pre-service teachers still
appears to be disconnected from the actual professional situation.
Pre-service teachers felt longing and anxiousness at the start of a
teaching internship, astonishment and shame after teaching, and guilt and regret
towards the end of the internship, and their emotions shifted throughout time
(Zhu, 2017).Other researchers have investigated the impact of emotional
trajectories on the formation of pre-service teachers' professional identities and
discovered that pre-service teachers' emotional trajectory patterns from the
beginning to the end of practice: anticipation and anxiety at the start of teaching
practice, shock and embarrassment after teaching, and anger during practice
and confusion, helplessness and loneliness at the end of the internship, guilt and
regret after the teaching (Deng et al., 2018). Recent research studies (e.g.,
Berenji, 2018) that have linked emotional intelligence to academic achievement
and college success have also identified the need to include instruction on
emotional intelligence in the curriculum to improve academic and professional
success. Research conducted in 2005 showed that providing emotional
intelligence
training
could
strengthen
teacher
education
and
teachers'
experiences with mentoring (Nelson et al., 2019).
Evidence shows that the ability to work with emotions is an important skill
for a teacher to have. It also shows that teachers with higher scores on tests of
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emotion regulation ability report higher job satisfaction (Nelson et al., 2019). An
emotionally intelligent teacher knows how to apply skills to improve the ability to
control and manage anger; to improve performance in stressful situations;
Improving physical and mental health by controlling emotional reactivity; Gaining
self-esteem and self-confidence through learning specific skills; to be able to
communicate in both personal and professional relationships; understand and
accept diversity; being able to positively influence others, and much more.
Emotionally intelligent teachers are more resilient and proactive in their response
to stressors and less likely to respond to stress (Nelson et al., 2019, p. 5). High
EI teachers also exhibit intentionally reflective behaviors, are more flexible,
optimistic, and hopeful, rely on skills and positive habits, and have assertive
communication that is neither aggressive nor passive.
Research shows that teaching students and aspiring teachers about
emotional intelligence helps them stay healthy, achieve their goals, reduce
negative stress, act responsibly, and deal effectively with change (Nelson et al.,
2019). The emotions of the teachers in the classroom are also important. Sutton
(2018, a professor at Cleveland State University, states that prospective teachers
need to understand that their emotions and those of their students influence their
goals, motivation, problem solving and teaching strategies. Learning how to
regulate emotions while teaching will further enhance teachers' effectiveness. All
emotions that we experience are related to our thinking and behavior and thus
influence others.
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EMOTIONAL INTELLIGENCE ATTRIBUTES
To really understand emotional intelligence, a clear picture of the
dimensions of EI helps. These areas are fundamentally related to two primary
skills, namely personal ability and social ability. Personal skills or competencies
include self-awareness and self-management skills that focus more on individual
development than interactions with others. Personal competence is the ability to
focus on one's emotions and to control one's behavior and tendencies. While
social skills or competencies include social awareness and relationship
management skills, which are the ability to pick up on other people's moods, the
ability to empathize with the behavior and motives of others in order to improve
the quality of the relationship.
As Daniel Goleman argues in the video above, our EI can be more
significant than our IQ in terms of performance at job, school, and in our personal
relationships. Many people feel that EI implies "being polite," but this
misconception "prevents leaders from having dynamic, constructive dialogues
that improve their ability to influence and lead in all their interactions," according
to Goleman (Goleman, 2020). The term emotional intelligence encompasses a
variety of personal abilities and dispositions known as soft skills, or inter- or
intrapersonal
abilities,
that
have
hitherto
been
outside
the
traditional
understanding of general intelligence; which have received little attention in
social and professional life. But in social or professional life, and in our personal
lives, the presence and importance of these skills cannot be overstated. Without
them one cannot lead a harmonious and balanced life. It is now generally
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accepted that IQ alone is not an indicator of whether or not a person can lead a
successful life.
In his study, Summerfeldt (2017, p.57) discovered that EI has a strong
correlation with anxiety arising from social engagement, but no correlation with
performance anxiety. Consequently, EI is a strong predictor of interpersonal
adjustment because it reduces interaction anxiety, which hinders interpersonal
adjustments. Lopes et al. (2017) conducted a study with 103 college students.
They
investigated
the connections between emotional intelligence and
personality factors. This study examined the role of emotional intelligence and
personality factors in interpersonal relationships. Both were shown to be linked
with concurrent self-reports of social connection satisfaction. In addition, persons
with high scores on the MSCEIT subscale for controlling emotions were more
likely to describe positive relationships with others and less likely to report
negative interactions with close friends. The study by Bastian, Burns, and
Nettleback (2019) examined connections between EI and a variety of life skills,
including academic achievement, life satisfaction, anxiety, problem-solving, and
coping skills among first-year college students. This study found a weak and
insignificant association between EI and academic performance. In contrast, high
EI ratings were associated with increased life satisfaction, better perceived
problem-solving and coping abilities, and reduced anxiety.
In their study, Brackett and Mayer (2018, p.1387) investigated the
discriminant validity, criterion validity, and incremental validity of this ability
measure on a sample of 330 college students using MSCEIT. The Big Five
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personality traits and College Student's Life Space scales were also utilized
(CSLSS). The findings of this study indicated, In this study, women scored
considerably higher on the EI test than males. Men's EI proved to be more
predictive of the Life Space criterion than women's. Lower EI in males was found
to be connected with unfavorable outcomes, such as illegal drug and alcohol
usage, deviant behavior, and bad interpersonal relationships. EI was found to be
strongly related with maladjustment and bad behaviors among college-aged
men, but not among women.
According to Ainussamsi et al., (2018), psychologically, self-awareness
has
been stated as one of the indicators of emotional intelligence.
Self-awareness is defined as “the ability to accurately recognize one’s own
emotions, thoughts, and values and how they influence behavior. The ability to
accurately assess one’s strengths and limitations, with a well-grounded sense of
confidence, optimism, and a growth mindset.” (Collaborative for Academic,
Social, and Emotional Learning, 2022). A high level of self-awareness requires a
willingness to tolerate the discomfort of focusing on potentially negative feelings.
While, Eurich (2022), stated that she and her team examine the definition
of self-awareness. They found a definition of self-awareness, first is internal
self-awareness which represents how clearly we see our own values, passions,
aspirations, fit with our environment, reactions (including thoughts, feelings,
behaviors, strengths and weaknesses) and impact on others. She added, they
found out internal self-awareness is associated with higher job and relationship
satisfaction, personal and social control, and happiness; it is negatively related to
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anxiety, stress, and depression. While, the second category is external
self-awareness means understanding how other people view us. Furthermore,
their research shows that people who know how others see them are more
skilled at showing empathy and taking others’ perspectives.In order to honestly
understand our emotions, an accurate understanding of our tendencies is
essential. In the words of Holiday (2017), self-awareness is the ability to evaluate
oneself objectively. It is the ability to question our own instincts, patterns and
assumptions.
Inclined with that, Morin (2022), said that the people with strong
self-awareness skills can; (a.) recognize their strengths and challenges, (b.)
understand and talk about their needs and feelings, (c.) recognize other people’s
needs and feelings, (d.) see how their behavior affects others and; (e.) develop a
growth mindset and learn from their mistakes. It is stated also, that when people
understand themselves better, it’s easier for them to build positive self-esteem.
The domain of self-awareness includes, for instance, the competency of
self-confidence; individuals who display this ability present themselves with
assurance. Trustworthiness is a competency within the self-management
domain, and individuals who display this competency are genuine and
dependable. Empathy is a component of the social awareness domain, and
persons who display this skill can effectively interpret the emotions and
nonverbal signs of others. Lastly, the domain of relationship management
includes the competency of collaboration; persons who display this competency
sustain cooperative working relationships and cultivate team spirit. “We’ve found
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that even though most people believe they are self-aware, self-awareness is a
truly rare quality: We estimate that only 10%-15% of the people we studied
actually fit the criteria.” (Eurich, 2022).
As stated by Dr. Colt Turner, Dhanya Bhat (2021), existing in tandem with
teachers’ understanding of the value of self-awareness is the realization that
adults’ actions in schools, whether in classrooms or common areas, are on
constant display. Teachers and leaders have significant opportunities to model
the rhetoric and behavior that we desire our students to adopt, beginning with
how we incorporate self-awareness practices into our daily work.
Self-Management
Transforming Education (2020), defines self-management which is
referred to as “self control” or “self regulation”, is the ability to regulate one’s
emotion, thoughts, and behaviors effectively in different situations. This includes
managing stress, delaying gratification, motivating oneself, and setting and
working toward personal and academic goals. On the other hand, it is also
defined as the ability to prioritize goals, decide what must be done, and be
accountable to complete the necessary actions (The Complete Leader, 2022).
As stated by RMC Health (2022), they said that there are two core components
to mastering the skill of self-management. The first core component focuses on
the demonstration of specific health practices, behaviors, techniques, strategies,
and actions. These skills are wide-ranging across the following health areas:
physical and personal wellness, emotional and social wellness, and prevention
17
and risk management. The second core component focuses on taking personal
responsibility for one’s own health and includes being able to identify,
self-monitor, reflect, and apply health practices, behaviors, techniques,
strategies, and actions in daily life. Self-management, self-confidence, empathy
and relationship management. If you can control your emotions, anger, reactions,
and behavior, then you are on the right path of self-management. Good
decision-making involves self-management and the initiative to complete tasks or
solve problems. Self-management means being in control of your triggers and
knowing when to release the triggers to make improvements or take action. The
individual will focus on internal and external factors that influence the way you
think. This is a connection to emotional intelligence and the connection is
relevant and so is how you relate to the character or attitude of other team
members.
Social Awareness
Previous study indicates that social awareness education is essential for
pupils.
As they develop their critical thinking skills while also encouraging
societal change. The study's goal is to continue an outdoor learning paradigm in
building students' character and patriotic insight. (Matitaputty S. et. al. 2017). In
1994, the term Social-Emotional Learning (SEL) made its way through the
organization called CASEL (Collaborative to Advance Social and Emotional
Learning). This organization worked on several projects aimed at promoting
healthy choices in school. The theory of social and emotional learning in CASEL
is defined as the process by which children and adults acquire and effectively
18
apply knowledge, attitudes and skills needed to understand and manage
emotions, set and achieve goals, empathy to feel and show for others, build and
maintain positive relationships and make responsible decisions (CASEL, 2018
para.1). CASEL's mission is to make evidence-based social and emotional
learning (SEL) an integral part of education from preschool through high school.
It focuses on five competencies such as self-awareness, self-management,
social awareness, relationship management and responsible decision-making.
Social awareness refers to the ability to take the perspective of and
empathize with others, including people from different backgrounds and cultures;
Ability to understand social and ethical norms of behavior and to identify
resources and supports in family, school and community. It has four sub-missions
such as perspective taking, empathy, appreciation of diversity and respect for
others (CASEL, 2018).Perspective taking is the process of identifying and
understanding the thoughts and feelings of others. Appreciating diversity is an
understanding that individual and group differences complement each other and
make the world more interesting; and respect for others in SEL believes that
others deserve to be treated with kindness and compassion and to feel motivated
to contribute to the common good (SEL core competencies as CASEL, 2017
cited by Russell and Hutzel, 2018).
Relationship Management
Relationship management refers to our ability to communicate clearly,
maintain good relationships with others, connect with those from other cultures,
19
work well in teams, and manage conflict. Relationship management relies on
your ability to use the other three areas of EQ to manage relationships effectively.
Currently, information is required for the smooth and effective implementation of
student relationship management. Depending on the setting, technology might be
a crucial component, such as science data analysis.(Procter et al., 2018) The
importance of student relationship management is that it will help to create the
higher education institution's expertise. Because it promotes understanding
between the students and higher education institutions (Bangun et al., 2018), and
it also reduces the likelihood of student dropout.
Moreover, Ott (2022), stated that relationship management used to
influence those around us to make a good decision. Waterford .org (2019), stated
that a teacher’s impact on their students can last long after the end of the school
year. After a student has a meaningful connection with their teacher, they’re more
likely to form similar relationships in the future. Because these relationships can
give students the guidance and support they need to succeed, it is essential to
nurture them in school. This is especially helpful for older elementary children, as
strong teacher-student relationships can help ease the transition into middle
school.
As stated by Dean Ines Blal (2022), one of the main challenges when teaching is
to keep our audience interested, curious, engaged, active, and hopefully,
productive. This is even tricker in a digital or distance setting. Teachers need to
deploy other strategies for large classrooms, early morning classes, late evening
ones, or subjects that are less interesting for students. Every good teacher will
20
tell you, a great class is one where exchange, debate, heated discussions about
and questioning of the subject matter happen. And as a result, it often leads to
faculty learning more than the students. A large part of a teacher’s job is to
design and prepare the course. The contact time is then mere delivery, because
it’s “student time”. And the more time and effort is dedicated to the moment
before the classroom, the more effective is the contact time. In research from
(Palomera, 2017). Recently, the relationship between EI and teachers' personal
adjustment and well-being has been analyzed. In a study conducted with
secondary school teachers in England, it was observed that teachers' EI
predicted burnout levels (Brackett, Palomera & Mojsa, ongoing), which confirms
a recent study in which teachers' ability to regulate emotions is related to their
perceived level of depersonalization, self-actualization, and emotional wear and
tear (Mendes, 2019). At the same time, teachers with high EI use more positive,
well-adapted coping strategies when dealing with different sources of stress at
school and feel more satisfied with their work. This impact of EI on stress levels
and job satisfaction appears to be mediated by a greater amount of positive
affect experienced by the teacher and by school board support (Brackett,
Palomera & Mojsa, in progress).
SOCIAL BEHAVIORS OF PRE-SERVICE TEACHERS
Pre- service teacher’s behavior maintaining discipline in order to conduct
academic activities efficiently has always been a challenge posed by college
students' behavior. In educational institutions, the inclusion and exclusion of
students are based on their social behavior. The institution establishes norms
21
and regulations about inappropriate behavior. The institution establishes norms
and regulations about disruptive behavior. Conflicts, fighting, social issues,
bullying, and purposeful disruption of learning must always be enacted by
teachers in their classrooms. According to studies, students with SEN (especially
those with learning difficulties) show more aggressive and less prosocial behavior
than their classmates with SEN (Schwab, 2017).
The focus of social behavior is the members of society. A response is elicited as
a result of their social acts, which involve directing or addressing other people. If
a person's social behavior is consistent with societal norms, then that individual is
considered socially competent. But according to Scott (n.d.), the definitions of
social competence depend on and reflect the effectiveness of the numerous
theoretical methods that have been proposed. Positive social behavior is defined
by Epps, Park, Huston, and Ripke (2017) as social competence with peers and
adults, conformity to rules and adult guidance, and autonomy or self-reliance
(p.4). Social competence or social skills include: getting along with peers, being
well-liked, being generous and thoughtful, and being sensitive to the emotions
and viewpoints of others (Epps, Park, Humphreys, and Ripke, 2019, p.4).
People's actions vary. Some behavior is typical, some is uncommon, some
is acceptable, and some exceeds the boundaries of acceptable behavior.
According to Astor, Pitner, Benbenishty, & Meyer's study (2017 as cited in Ochoa,
2018), school problems are caused by the antisocial behavior of children and
adolescents, such as theft, vandalism, and damage to school property, as well as
verbal/physical aggression directed either at their teachers or their classmates.
22
Lee & Murdock (2019) identify fundamental challenges facing today's youth as a
result of their increasing separation from their families and schools, as well as
their participation in or likelihood of participation in usual activities that may lead
to substance misuse and other problems. Good or bad relationships in college
depend on the student's decision. Positive college relationships can make one a
better person, whilst unfavorable ones might lead to social isolation. The
literature says that good relationships are formed through establishing healthy
and pleasant relationships with others who exhibit positive interaction. Teachers
in universities should recognize socially isolated pupils, as social isolation has
been found to be a predictor to a student's eventual withdrawal from the
classroom.
According to Daniel I. Rubenstein (2017), Social behavior characterizes
the interactions that occur among individuals. These can be aggressive,
mutualistic, cooperative, altruistic, and parental. When individuals interact
repeatedly, social relationships develop and these can form among strangers,
relatives, members of the same or opposite sex, and members of the same or
different generations.
Teaching social skills gives educators the chance to interact with special
needs kids, encouraging them to follow behavioral norms and express their
needs more clearly. The teaching of social behaviors necessitates teachers to
design an instructional sequence, as opposed to a stand-alone curriculum, that
comprises defining the target behavior, teaching the social skill, and assisting the
23
student to display the behavior through adjustments to the classroom.(Walker et
al., 2018).
According to Johann Wolfgang von Goethe (2022), “Behavior is the mirror
in which everyone shows their image.” How humans behave is a reflection of
their values, principles, and beliefs. Each person deals with situations, however
similar, differently. Social behavior is the way people interact with and influence
other individuals. One’s social behavior impacts, not only the way other people
respond to the current situation, but also their future decisions. As social
behavior is greatly dependent on the society one belongs to, it’s very important to
make sure to build an environment conducive to support for people, especially
children.
PRE-SERVICE TEACHERS
The terms mentor and mentoring are frequently used in the literature on
teacher education to refer to a wide range of individuals and procedures that all
share the common objective of improving a teacher's practice. On the continuum
of teacher development, the words "preservice teacher," "beginning teacher," and
"more experienced teacher" are sometimes used interchangeably. Any of these
three categories of teachers may be mentored or be the subject of mentoring. (K.
K. Matsko, M. Ronfeldt, H. G. Nolan, J. Klugman, M. Reininger, & S. L. Brockman
2020).
Additionally, despite the fact that instructors acknowledge the significance
of fostering social-emotional competencies in their students, they typically feel
24
unprepared to accomplish this task. Corcoran and Tormey (2018) found that
pre-service teachers in the third year of an undergraduate program and a
one-year graduate diploma program at an Irish university had trouble identifying
emotions in themselves and others and comprehending and analyzing emotional
information.
In a separate study, two-thirds of 87 pre-service teachers from a prominent
public university in the United States had trouble understanding and controlling
their emotions. Garner, Bender, and Fedor (2018) found that after people took
part in a mindfulness and Social-Emotional Learning intervention program, they
were better able to recognize, understand, and control their emotions. In
considering the limited support teachers receive for the development of their
SECs and the gaps in their abilities since the beginning of their careers, teacher
education can serve as a foundation for teacher professional development and
as part of a coordinated strategy to achieve SEL objectives (Reyes, Brackett,
Rivers, Elbertson, & Salovey, 2018).
Pre-service teachers are prepared to acquire certain relevant teaching
strategies and approaches before beginning field experience in order to increase
their pedagogical competence and performance. As a result, a teaching program
known as microteaching is created to match the needs of the students (Meutia
et.al: 2018). There is a pressing need to investigate pre-service teacher
education curriculum in order to detect and assess the presence of social and
emotional knowledge and coping skills to deal with complex difficulties requiring
critical thinking and emotional management. This has been noted by Turner and
25
Stough (2019) in their scoping review of pre-service teachers and emotional
intelligence (EI), where they argue that further research is needed to provide
more information regarding PSTs' experiences with EI in ITE (initial Teacher
Education). Has EI been expressly taught at the university level to pre-service
teachers before they enter the workforce, in this example the classroom? There
has been limited study on pre-service teacher education, specifically the role of
Emotional Intelligence (EI) in university-level curricula. Studies such as Yeigh et
al. (2018) indicate a need for additional study that clarifies the link between affect
and cognitive emotional learning in PSTs. Furthermore, Acton and Glasgow
(2015) argue that it is necessary to integrate components of EI that enhance
teachers' well-being.
Based on the theory of Mayer and Salovey (1993) stated that, Mayer et
al., (1991), found that when individuals experience a mood, for example, they
experience more than pure feeling. Often particular thoughts-some of them
regulatory and controlling the flow of information-accompany the mood reaction.
The extensive literature on pre-service teacher education offers frequent calls for
innovation and change as well as countless insights into many aspects of a
complex learning experience that is still poorly understood.
Theoretical Framework
This study is anchored on the Emotional Intelligence theory proposed by
Daniel Goleman and published in 1998. This theory is divided into four attributes;
self-awareness,
self-management,
social
awareness
and
relationship
26
management. Self-awareness is the first component of emotional intelligence,
which makes sense given the Delphic oracle's instruction to "know thyself"
thousands of years ago.
Self-awareness entails a thorough grasp of one's emotions, strengths,
flaws, needs, and motivations. People who are self-aware are neither unduly
critical nor overly optimistic. Rather, they are truthful—both to themselves and to
others.
People with a high level of self-awareness understand how their
emotions affect them, others, and their job performance. Thus, a self-aware
individual who understands that tight deadlines bring out the worst in him
arranges
his
time
properly
and
achieves
success.The
purpose
of
self-management is to be able to identify these feelings as a hijack and bring
them under control. Brain returns to mental clarity and focuses on the work at
hand. It is critical to educate oneself. strategies to allow your brain to complete
this before responding to the unpleasant emotions.
Self-management, also known as self-regulation, is the ability to control
one's activities.
To achieve the intended consequences, think and feel in a
variety of ways. Optimal self-regulation promotes feelings of well-being,
self-efficacy or confidence, and connectedness to others. The goal is for a
self-regulating individual to be able to use emotional responses as indicators for
action and efficient relationship coping. In order for this to be feasible, it is
necessary to first grasp self-awareness.The purpose of self-management is to be
able to identify these feelings as a hijack and bring them under control. Brain
returns to mental clarity and focuses on the work at hand. It is critical to educate
27
oneself. strategies to allow your brain to complete this before responding to the
unpleasant emotions.
The capacity to accurately observe the emotions of people and "read"
events is referred to as social awareness. appropriately. It is necessary to sense
what other people are thinking and feeling in order to take action. Using your
empathy, consider their point of view. According to Goleman, our capacity is
derived from neurons coupled in an extended circuitry. The amygdala. They
detect emotion in another person's face, voice, and so on and assist us in
determining how to respond. We should approach them. "Empathy refers to the
cognitive and emotional processes that connect people in diverse ways." types
of relationships that allow for the sharing of experiences as well as the
understanding of others" Eslinger (2007)
Relationship management can be used to persuade others around us to
make the right choice. We can perceive other people's reactions to the
circumstance and fine-tune our response to move the scenario forward. Positive
contact. It is vital that this is a real effort to assist everyone. obtain the best
potential
end
and
not
to
ever
become an act of manipulation for
self-interest.Relationship management can also include working with others'
collaboration and teamwork.
Using all of the talents from the previous three
dimensions to guide the group towards their aims. All teams are made up of
people, but when they work together, they can take on the world. It is critical to
maintain pleasant emotions when dealing with the emotions of others.
28
This theory was applied to this study, to assess the relationship between
emotional intelligence and social behavior of Pre-Service teachers in Bachelor of
Technical-Vocational Teacher Education at Technological University of the
Philippines-Manila.
Also this research is based on Albert Bandura's (1986) social cognitive
theory, which states. When students see the activities and outcomes of others,
they process the information. They will store their experiences in their own
memory and utilize this information to guide future activities. Personal
experiences and observation of others help people adopt new behavior. Learners
decide whether to copy observed behaviors based on whether they are positive
or unfavorable. As a result of the behaviors, there are consequences. Observing
another person's actions can be beneficial.alter a person's cognition (Bandura,
1986)
Conceptual Framework
Figure 1 Conceptual Paradigm
The conceptual framework of this study is expected to illustrate the
relationship between emotional intelligence and social behavior of Pre-Service
29
teachers in Bachelor of Technical-Vocational Teacher Education at Technological
University of the Philippines-Manila. This research used the IV-DV model to show
the effect of independent variable to the dependent variable.
According to Goleman (1995), emotional intelligence is composed of the
following domains: self Awareness, Social awareness, Self Management,and
Relationship management. As per social behavior in general is the way people
interact with and influence other individuals. A person's social behavior impacts,
not only the way other people respond to the current situation, but as well as to
their future behavior (Staff, 2022).
Hypothesis
The study mainly focused on the relationships among the major variables that is
emotional intelligence and social behavior of Bachelor Technical-Vocational
Teacher Education Pre-Service teachers at Technological University of the
Philippines-Manila
So the hypotheses to be tested:
HO: There is a significance between the emotional intelligence and social
behavior of Pre-Service teachers at Technological University of the Philippines
Manila
30
Definition of Terms(Operational)
Correlational - This research design was used to determine the significance
relationship between the two variables of this study which are emotional
intelligence and social behavior of pre-service teachers
Effective in Teaching- It can be shown in this study that the relationship of
emotional intelligence and social behavior of a pre service teacher has an effect
on being an effective teacher.It is the capacity to positively influence a student's
life and academic career, as well as the ability to impart crucial knowledge, offer
novel ideas, and deal with any issues that may arise in the classroom.
Emotional Intelligence- as used in the study, it denotes the capacity or
self-perceived capacity to recognize, evaluate, and control one's own emotions
as well as student teachers. High emotional intelligence individuals have a deep
understanding of their own emotions as well as the emotions of students.
Likert Scale - is a rating scale used to measure the opinions, attitudes and
behaviors of the respondents through emotional intelligence and social behavior.
Learning Environment- it has to do with changing and shaping the emotional
and social behavior of pre service teachers which will bring a lot to their teaching
and academic performance.
Pearson r - is the most common way to use in this study which is the
correlational study of emotional intelligence and social behavior of Btvted of
pre-service teachers at technological university of the philippines.
31
Social Behavior - is maintaining discipline to carry out academic tasks, which is
always a challenge caused by college students' behavior.
Pre-Service Teachers - are the students who are under training for teaching,
which is also called as “student teachers”.
Self-Awareness - is the capability to focus on oneself and how behaviors,
thoughts, and emotions connect with internal standards or not.
Self-Management - This is also referred to as self-control or self-regulation.
Encourage pre-service teachers in remaining productive and independent.
Hence, reducing friction and the need for management control.
Social Awareness - ability to understand and sympathize with the perspective
of others. This is also known as socialization, and it's important for pre-service
teachers to develop in order to form positive relationships and make responsible
decisions.
Relationship Management - the ability to manage relationships with students
and other people within the institution.
Slovin’s Formula - used to calculate the sample size of respondents needed for
the survey of emotional intelligence and social behavior of BTVTED pre-service
teachers
32
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presented the research design, population and sampling,
research instrument, research ethics, data gathering procedure and statistical
treatment of data.
Research Design
This study used quantitative in nature. In particular, this study made
extensive used of the correlational research methodology. The goal of this
correlational research was to identify correlations between variables and to
enable the prediction of future events using information now accessible.
Correlational study design to look at the relationships between two or
more variables. Correlational studies are not experimenting, so neither the
variables nor the experimenter’s control are altered.
As can be inferred from the summary above, this study falls under the
category of non-experimental quantitative research as it used numerical data
without manipulating any variables and seeked the relationship between two
variables, namely emotional intelligence and social behavior of BTVTED
Pre-Service teachers.
33
Research Locale
The study will be conducted on the university's Manila campus. The
Technological University of the Philippines is a pioneering institution that has
earned a reputation for excellence in ASEAN and global engineering and
technology education. It is situated in Manila's Ermita district at San Marcelino
Street and Ayala Boulevard. Six colleges make up the Technological University of
the Philippines, but this study was done in the College of Industrial Education,
which is dedicated to producing highly skilled educators and trainers, managers,
and innovators in the fields of industrial and technology education and training,
as well as in business by using adaptable and pertinent programs and proactive
human resources in a changing environment.
Researchers want to determine and assess the relationship between
emotional intelligence and social behavior of Bachelor of Technical-Vocational
Teacher Education Pre-Service Students at Technological University of the
Philippines-Manila.
Population and Sample
The researchers used 166 pre-service teachers who took up Bachelor of
Technical Vocational Teachers Education courses at the Technical University of
the Philippines Manila in the year 2022 to 2023 as a sample out of 286 total
population.
34
The researchers of this study used stratified sampling technique as it
represents the entire population being studied, ensuring that each section had
approximately half of respondents. And it is applicable to have an equal and
unbiased selection of respondents. Because Hayes (2022), stated that the strata
are formed based on members’ shared attributes or characteristics, such as
educational attainment.
Instruments
An adaptive questionnaire was utilized by the researchers that served as a
survey guide, and the researchers asked the respondents a series of
predetermined but closed-ended questions.
The part I of the questionnaire which is emotional intelligence was
adapted from the study of Ms. Nina Barlozek and the part II which is social
behavior is from Mr. Jerald Miller.
And it is divided into 2 subtopics: First, The first part contains the question
measuring the level of emotional intelligence of the Pre-Service teachers taking
up Bachelor of Technical-Vocational Teacher Education with the scale of
“Strongly Agree” is the highest and “Strongly Disagree” is the lowest. Second, is
the self-rate of Social Behavior, the lowest is “Fair” and the highest is “Excellent “.
Ethical Considerations
This study assessed the relationship between Emotional Intelligence and
Social behavior of Bachelor of Technical-Vocational Teacher Education
35
Pre-Service teachers. The participants were sent a letter of consent from the
researchers to conduct the survey. The researchers made it clear that
respondents are free to withhold responses at any time, even while the research
is being conducted. And for our adapted questionnaire, a formal letter of
authorization was sent to the original author to assure that his survey
questionnaire would only be used for the study and that full credit would be
given. And lastly data was collected in accordance with the Data Privacy Act of
2012 (RA 10173), as all applicable rules, regulations, and laws concerning data
privacy were applied.
Data Gathering Procedure
Several steps are taken to get the data needed for this study. The
researcher validated the instrument to the professors/instructor with a major
related to this study. After the validation, the researchers ran a pilot testing
outside the university via social media platform and got its reliability. Once the
validation and reliability is done, the researchers contacted the respondents via
their social media accounts and sent an approval in participating the survey via
google form and consent form.
Following the respondents' completion of the questionnaire, researchers
began to gather the mean, standard deviation and the data for each category or
question number, which are displayed using the tables. Microsoft Excel will be
used to summarize the data that will be collected. making use of the codes from
our variable matrix.
36
The respondents responsed were presented using mean, median, mode,
standard deviation, frequency and percentage as a summary of the 166
participants' responses being encoded and computed using Cronbach's Alpha.
Statistical Treatment
The treatment used in this study was a rating scale for quantitative
methodology. In the specific areas of the study, researchers will employ the
following statistical processing of the data.
For Part 1 which is the rating scale for the Emotional Intelligence of Bachelor of
Technical-Vocational Teacher Education Pre-Service teachers with the use of
Microsoft Excel Sheet, the researchers will compute and analyze the data. This
study will use frequency and percentage for the statistical analysis of the
gathered data.
In Part 2 which is the rating scale for the Social Behavior of Bachelor of
Technical-Vocational Teacher Education Pre-Service teachers with the use of
Microsoft Excel Sheet, the researchers will compute and analyze the data. This
study will use frequency and percentage for the statistical analysis of the
gathered data.
For Part 3 Pearson r correlation coefficient sometimes known as Pearson’s r, is
statistical treatment used to measure the strength of a relationship between two
variables and their relationship with one another.
37
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deals primarily with the presentations, analysis, and
interpretations of data to determine the relationship of Emotional Intelligence and
Social Behavior of BTVTED Pre-Service teachers.
Descriptive statistics by computing the frequency and percentage
Distribution
MAJOR
Respondents
Percentage
BTVTED-FSM
100
60.2%
BTVTED-EL
9
5.4%
BTVTED-E
8
4.8%
BTVTED-AU
9
5.4%
BTVTED-CP
31
18.7%
BTVTED-ANI
9
5.4%
166
100%
Total
Figure 3: Major of the respondents
The figure shown above are the majors of the respondents. Out of
one-hundred sixty-six (166) respondents, one hundred (100) are from Food
Service Management, thirty one (31) from Computer Programming, nine (9) from
Electric, eight (8) Electrical,nine (9) from Automotive, and nine (9)
Animation.
from
38
Table 1: .Emotional Intelligence
Mean
SD
Mean Interpretation
3.182
0.72137
Strongly Agree
3.214
0.66506
Strongly Agree
3.35
0.55736
Strongly Agree
3.17
0.6366
Agree
2.58
0.516078
Agree
Self- Awareness
SelfManagement
Social
Awareness
Relationship
Management
TOTAL
The table showed the result of the Level of Emotional Intelligence of the
respondents in terms of Self- awareness, Self- management, Social Awareness
and Relationship Management. For the mean, self-awareness resulted in 3.182,
self-management was 3.214, social awareness was 3.35 and lastly relationship
management was 3.17. While, the standard deviation of self-awareness resulted
in 0.72137, self-management was 0.66506, social awareness was 0.55736 and
relationship management was 0.6366 with the total of 0.516078.
39
Table 2: Social Behavior
Social Behavior
Mean
SD
Mean Interpretation
3.182
3.1201655
GOOD
The table above showed the Rating in Social Behavior of BTVTed Pre-Service
Teachers at TUP Manila. It reveals the rating of their Social Behavior is Good
with an overall mean of 3.182 and standard deviation of 3.1201655.
Analysis for Relationship of Emotional Intelligence and Social Behavior of
BTVTed Pre-Service Teachers
Table 3:Relationship of Emotional Intelligence and Social Behavior
Pearson r
correlation
coefficient
Emotional
Intelligence
20.014
Social
Behavior
0.696
p value
Decision
Conclusion
2.703
Reject null
Significant
6.541
Reject null
Significant
According to the interpretation of correlation coefficient which is shown on
the figure 6, The Social Behavior
has a moderate positive correlation with
40
Pre-Service Teachers with a r value of 0.65 and P value of 6.541 while the
Emotional Intelligence has an r value of 20.014 and a P value of 2.703 which
indicated low positive correlation to Pre-Service Teachers.
Both Social Behavior and Emotional Intelligence have a significant
relationship in the respondents’ Pre-Service Teachers. However, the data reveals
that Social Behavior has a moderate significant relationship with the respondents’
Pre-Service teachers as compared to Emotional Intelligence that has a low
significance.
41
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION
This chapter presents the summary and conclusion derived from the
conduct study that investigates the comparison of the Emotional Intelligence and
Social Behavior of the BTVTed Pre-Service Teachers.
Summary of Findings
Major of the respondents
The figures appeared over are the majors of the respondents. Out of
one-hundred sixty-six (166) respondents, one hundred (100) are from
Nourishment Benefit Administration, thirty one (31) from Computer Programming,
nine (9) from Electric, eight (8) Electrical,nine (9) from Car, and nine (9) from
Animation.
EMOTIONAL INTELLIGENCE
The table appeared as the result of the Level of Enthusiastic Insights of
the respondents in terms of Self- mindfulness, Self- administration, Social
Mindfulness and Relationship Administration. For the cruel, self-awareness came
about in 3.182, self-management was 3.214, social mindfulness was 3.35 and
finally relationship administration was 3.17. Whereas, the standard deviation of
self-awareness came about in 0.72137, self-management was 0.66506, social
42
mindfulness was 0.55736 and relationship administration was 0.6366 with the
overall of 0.516078.
SOCIAL BEHAVIOR
The table above showed the Rating in Social Behavior of BTVTed
Pre-Service Teachers at TUP Manila. It reveals the rating of their Social Behavior
is Good with an overall mean of 3.182 and standard deviation of 3.1201655.
Relationship of Emotional Intelligence and Social Behavior
According to the interpretation of correlation coefficient that is proven at the figure 6,
The Social Behavior has a moderate nice correlation with Pre-Service Teachers with a r cost
of 0.65 and P value of 6.541 even as the Emotional Intelligence has an r value of 20.014 and
a P value of 2.703 which indicated low positive correlation to Pre-Service Teachers.
Both Social Behavior and Emotional Intelligence have a sizeable dating withinside
the respondents’ Pre-Service Teachers. However, the facts well-known shows that Social
Behavior has a moderate sizeable dating with the respondents’ Pre-Service teachers in
comparison to Emotional Intelligence that has a low significance.
Conclusion
The purpose of this research study was to identify the correlation between
emotional intelligence and social behavior of pre-service teachers. As the
collected samples are both variables are significant but there’s no relationship
between them. In contrast, the findings indicate that Social Behavior has a
moderately significant relationship with the Pre-Service teachers of the
respondents, although Emotional Intelligence has a low score. According to
43
Johann Wolfgang von Goethe (2022), “Behavior is the mirror in which everyone
shows their image.” How humans behave is a reflection of their values,
principles, and beliefs. Each person deals with situations, however similar,
differently. Social behavior is the way people interact with and influence other
individuals. One’s social behavior impacts, not only the way other people
respond to the current situation, but also their future decisions. As social
behavior is greatly dependent on the society one belongs to, it’s very important to
make sure to build an environment conducive to support for people, especially
children. This finding means that the social behavior of pre-service teachers is
most important because it reflects and influences the reality of society and the
environment.
Recommendations
Based on the findings and conclusions presented, the following are suggested:
1. The researchers suggest that having a good and peaceful learning
environment for BTVTED students should be improved so that their Social
Behavior does not affect their being a Pre-Service Teachers.
2. The Technological University of the Philippines should implement a
proposal that will enhance and build the Emotional Intelligence of a PreService teacher so that they are not focused more on stress because of
the workloads that can affect their current teaching performance.
3. More orientations about Socializing that can be used by the students and
to prevent Stress, lack of confidence and loss of concentration
44
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51
APPENDICES
52
Authorization Letter for Adapted Instrument
Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph
53
INSTRUMENT VALIDATION REQUEST LETTER
Dear Dr.
Greetings!
We are fourth year students of Bachelor of Technical Vocational Education –
Food Service Management from Technological University of the
Philippines-Manila campus. Currently, we are conducting our thesis for the full
requirements of “Thesis Writing” subject.
We sincerely ask for your assistance for the validation of a survey questionnaire
in our thesis entitled, “Emotional Intelligence and Social Behavior of BTVTED
Pre-Service Teachers at Technological University of the Philippines-Manila”.
Its purpose is to assess pre-service teachers' level of emotional intelligence and
its relationship to their social behavior.
It will contribute to enhancing and strengthening pre-service teachers’
emotional intelligence and social behavior within the institution. Additionally, to
help pre-service teachers improve their teaching and facilitating performance at
College of Industrial Education. Lastly, for the College of Industrial Education
department to take action regarding this matter.
Your feedback and suggestions are highly appreciated. Looking forward to your
response.
Thank you very much and God Bless.
Sincerely,
Adan, Mark Kristian Angelo Q.
Baccay, Indaylyn L.
Bahao, Aliana L.
Mallo, Ma. Theresa V.
Olden, Jesselle S.
______________________________
(Printed Name over Signature)
54
Republic of the Philippines
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph
LETTER TO THE RESPONDENTS
Good day Mr./Ms.
Greetings!
We're Bachelor of Technical Vocational Teacher Education major in Food
Service Management (BTVTED-FSM) students at Technological University of the
Philippines-Manila, currently in third year college.
Currently, we are conducting a study entitled, "Factors Affecting the Attrition of
Second Year College in College of Industrial Education at Technological
University of the Philippines-Manila A.Y. 2020-2021". In regards, we are asking
for a small amount of time and effort of yours to answer all the questions in this
questionnaire that are important and helpful for the completion of our study. Rest
assured that all data gathered from you will be kept secured and safe for
confidentiality and for abiding by the Privacy Act of 2012. Your response in this
request will be a valuable contribution for the success of the study and will be
highly appreciated.
Thank you very much for your participation.
55
Respectfully yours,
Adan, Mark Angelo Kristian Q.
Baccay, Indaylyn L.
Bahao, Aliana L.
Mallo, Ma. Theresa V.
Olden, Jesselle S.
56
Emotional Intelligence and Social Behavior of BTVTED Pre-Service
Teachers at Technological University of the
Philippines-Manila Survey Questionnaire
Rest assured that all data gathered from you will be kept secured and safe for
confidentiality in accordance with Data Privacy Act 2012. Your response in this
request will be a valuable contribution for the success of the study and will be
highly appreciated.
I confirm that I have read and understand the study entitled, “Emotional
Intelligence and Social Behavior of BTVTED Pre-Services Teachers at
Technological University of the Philippines”
I agree to voluntarily participate in the research study being conducted by
Mr./Ms. Mark Angelo Kristian Adan, Indalyn L. Baccay, Aliana L. Bahao,
Ma.Theresa V. Mallo and Jesselle S. Olden.
I hereby allow the researchers of this study to use my response for
academic purposes.
The following statements represent the Pre-Service Teachers Emotional
Intelligence. Tick the column that corresponds to your Level of agreement
using the scale:
A. Self-Awareness
Strongly
Agree
Agree
Disagree
Strongly
Disagree
4
3
2
1
57
1
I understand myself and hold
insights into the reasons for my
own emotion.
2
I recognize how my feelings
affect my teaching performance.
3
I accept my strengths and
weaknesses as part of who I am.
4
I am open to constructive
feedback, new perspectives,
and lifelong learning.
5
I am aware of, understand, and
appreciate the emotion of
others.
B. Self-management
6
I view problem situations as
challenges, not as obstacles.
7
I have the ability to look at the
brighter side of life.
8
I openly express thoughts,
beliefs and feelings in a
nondestructive manner.
9
I am self - directed and self controlled in my thoughts and
actions.
1
0
Overall , I am capable of dealing
with stress
C. Social Awareness
I am deeply concerned about
11 what happens to my students.
58
1
2
1
3
1
4
1
5
I am sensitive to other people's
emotions, needs, and suffering.
I listen to opposing viewpoints
with an open mind.
I see solutions that will benefit
everyone involved.
In conflict situations, I can
disagree reasonably without
attacking others.
D. Social/Relationship Management
1
6
It is not difficult for me to
build relationships with my
students, cooperative teacher,
and others.
1
7
I am confident in my ability to
interact effectively with members
of the institution.
1
8
1
9
2
0
Even in the face of adversity, I
can maintain a positive attitude.
I am able to deal with stressful
situations without becoming
anxious.
I strive for mutual, collaborative
teamwork and agreement.
Part II: Social Behavior
59
The following statements represent the Rate Pre-Service Teachers Social
Behavior. Tick the column that corresponds to your Rating of using the
scale:
1
I build positive rapport with my
students and cooperative teacher
2
I addressed the students in an
appropriate manner.
3
I always greet my students,
cooperative teachers, and others with a
smile.
4
I allowed the students to freely express
their thoughts and emotions.
5
I always pay attention to my students'
problems.
6
Inside the classroom, I find it easy to
connect with them.
7
I assist those students who have
inquiries in my subject.
8
I manage to facilitate the whole class
despite of rummaging emotions due to
personal reasons
9
I consider my students' feedback.
I correct my students' misbehavior in
10 such a way that they do not lose their
self-esteem.
I always work together with my
11 cooperative teacher.
Excellent
Good
Fair
Poor
4
3
2
1
60
It is not difficult for me to communicate
12 with my cooperative teacher.
13 Social media is the most effective way
for me to improve my teaching
performance.
I follow my cooperative teacher's class
14 rules and regulations.
I always inform my cooperative teacher
15 when something comes up in relation
to class situations.
I never show disappointment towards
16 my cooperative teacher feedbacks
regarding my performance
I always treat everyone in the
17 institution with professionalism.
I greet my cooperative teacher and
18 others.
19
I remain calm in a stressful situation
I do not act recklessly when I’m in
20 bridge of emotions