Science Technology and Engineering Teachers’ Emotional Intelligence Vis-à-vis Classroom Management

Imperial Journal of Interdisciplinary Research (IJIR); Vol 3(3):p 528-532

5 Pages Posted: 23 Mar 2017 Last revised: 27 Mar 2017

See all articles by Jordan Llego

Jordan Llego

University of Luzon- College of Nursing and Midwifery

Date Written: March 2017

Abstract

This study aimed to determine the relationship of emotional intelligence of science STE teachers’ with their classroom management. This study used descriptive-correlational using survey questionnaire with total population sampling who are offering Science, Technology and Engineering curriculum in Region 1, Philippines with 113 respondents. Point-biserial was used to look at the relationship of the variables. The result was there is no significant relationship between science STE teachers EI and their classroom management. The following conclusion is drawn: Science STE teachers’ classroom management approach is not affected by their EI and vice versa.

Keywords: Emotional Intelligence, Classroom Management, Teachers, Region 1

JEL Classification: I20,

Suggested Citation

Llego, Jordan, Science Technology and Engineering Teachers’ Emotional Intelligence Vis-à-vis Classroom Management (March 2017). Imperial Journal of Interdisciplinary Research (IJIR); Vol 3(3):p 528-532. Available at SSRN: https://ssrn.com/abstract=2937660

Jordan Llego (Contact Author)

University of Luzon- College of Nursing and Midwifery ( email )

Univesity of Luzon, Perez Blvd.
Dagupan City, Pangasinan 2400
Philippines
00639175260572 (Phone)

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