Emotional Intelligence and Workloads: Their Influence on the Stress of Teachers

Education

EMOTIONAL INTELLIGENCE AND WORKLOADS: THEIR INFLUENCE ON THE STRESS OF TEACHERS JEAH BALVESTAMIN This study examined the predictive relationship between emotional intelligence, workloads, and the stress levels of teachers in Loreto District, Agusan del Sur. Utilizing a descriptive-correlational research design, the study involved 146 public elementary school teachers selected through a universal sampling. Adapted and validated survey questionnaires served as the primary data-gathering tools to assess emotional intelligence (ability-based and trait-based), workloads (academic and non-academic), and stress (physical, behavioral, sleep, emotional, and personal habits). The results revealed that teachers generally demonstrated a high level of emotional intelligence and a low perception of workload. A statistically significant but weak positive correlation was found between emotional intelligence and stress. However, no significant relationship was found between workload and stress. These findings implied that while emotional intelligence is somewhat associated with stress, neither it nor workload strongly influences stress levels. The study recommends that schools provide support programs that promote emotional regulation and foster teacher well-being to maintain a positive school environment.

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